Peer-reviewed research2017–2026 update
Foucault and power: UK forest school as a socially constructed space for early years teachers and forest school leaders
A year-long UK study uses Foucault's ideas to show how power is negotiated between early years teachers and Forest School leaders.
What's new
Two early years teachers and two Forest School leaders took part in weekly Forest School sessions with a reception class of 4–5-year-olds over one year. Thematic analysis drawing on Foucault's ideas identified three themes: power dynamics, reimagining learning environments, and risk and resilience. The authors say this lens sheds light on the challenges educators face in outdoor settings and reveals the power dynamics involved.
Why it matters in Aotearoa
In Aotearoa, school staff often teach alongside outside providers during EOTC. The study helps explain tensions that can arise over roles, control and risk decisions.
Putting it into practice
Before a shared programme starts, teachers and providers should agree who leads which decisions, including risk decisions, and review these roles during the programme.
How strong is the evidence
This is a small qualitative study of four educators in one setting. It is rich in interpretation, but the results cannot be generalised.
What to read
The findings on power dynamics and on risk and resilience