The spatial practice of the schoolyard. A comparison between Swedish and French teachers’ and principals’ perceptions of educational outdoor spaces

Abstract

ABSTRACT In this study French and Swedish teachers’ and principals’ opinions and everyday uses of the schoolyard is in focus: What do they perceive as desirable and undesirable in the schoolyard, what similarities and differences exist between the two groups of pedagogues, and how can these be understood? The study employs a cross-cultural design and is based on interviews with 10 pedagogues. The analysis highlights similarities and differences concerning what shall take place in the schoolyard and how this is to be achieved. Based on a theoretical framework from Lefebvre and Bernstein, the findings are discussed in relation to explicit ideas found in the school curricula and to nation-specific educational contexts and their cultural and organizational distinctiveness.