Minoritetsstudenters møte med friluftsliv i kroppsøvingslærerutdanningen

Abstract

There is limited research on Norwegian students with minority background and their experiences with outdoor education in PETE. The question asked is: How do students with minority background experience outdoor education in PETE?

The study is based on a qualitative approach with three focus group interviews. The sample consists of eight male PETE students with minority background. The second author conducted the interviews. His minority background and position as an insider was important for the data collection process.

The results show that the students experienced that the outdoor education build on the presumption that all students have had a Norwegian childhood with outdoor education experiences, and that students possessed basic outdoor education skills. The students emphasized that the outdoor trips were too long and too difficult, resulting in limited learning outputs. The students also questioned the pedagogical approach where majority students were given the role as experts.

The findings indicate that the outdoor education is influenced by whiteness, and that minority students are marginalized. We argue that the PETE educators need to increase their awareness of whiteness. Specifically, how the PETE educators’ habitus and teaching often is influenced by the white outdoor education.