Mycock, K (2019) Playing with mud- becoming stuck, becoming free?...The negotiation of gendered/class identities when learning outdoors. Children's Geographies, 17 (4). pp. 454-466. ISSN 1473-3285

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In recent years there has been a growth in outdoor learning opportunities for children of primary school age in part due to concerns that children spend less time outdoors and have become disconnected from nature. This paper draws upon ethnographic fieldwork conducted during the school year 2014–2015 in a school garden and two forest schools with children aged 3–11 years old. This paper explores how mud is used to form gendered and class-based identities through its management and social construction as dirt. The empirical research finds that the mud kitchen and wearing of waterproofs worked in part as assemblages to govern individuals and their experiences through the creation of cuts between bodies and mud. Yet, there were times when children’s encounters with materials exceeded their intended pedagogical function and resistances emerged.

Item Type: Article
Additional Information: This is the accepted author manuscript (AAM). The final published version (version of record) is available online via Taylor & Francis at - please refer to any applicable terms of use of the publisher.
Uncontrolled Keywords: class, gender, governance, forest school, outdoor learning, mud kitchen
Subjects: H Social Sciences > HT Communities. Classes. Races
L Education > L Education (General)
Divisions: Faculty of Natural Sciences > School of Geography, Geology and the Environment
Depositing User: Symplectic
Date Deposited: 01 Feb 2019 16:02
Last Modified: 14 Nov 2019 01:30

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