Developing Curriculum for Autonomy: Schools of Nature as Examples of Democratic Practice

• In Event: Curriculum, Democracy, and Values

Abstract

In this paper the authors explore the notion of autonomy through three perspectives: educational and pedagogical theory, psychology and practice. The paper aims to find unifying points, and present a cohesive whole that can exemplify democratic practice in natural spaces.
We explore how the notion of autonomy plays out in forest schools (Denmark, Scotland, Georgia, New York). Moreover, through the example of the School of Nature in Cyprus we examine curricular practices that allow for autonomy to develop. We also explore how notions such as documentation and (auto)biography inclusion in curricula relate to autonomy.
Using qualitative methods we make interpretations about intention and meaning. We argue that having flexibility and responsiveness on developing and implementing curriculum is essential for instilling autonomy.

Authors

• Nicoletta Christodoulou, Frederick University

• Alexia Barrable, University of Dundee