Friluftsliv days in secondary school: Experience and significance from the perspective of former pupils

Abstract

This master’s thesis explores the experiences and significance of friluftsliv days in secondary schools from the perspective of former pupils. The study is rooted in Hartmut Rosa's resonance theory, which provides a framework for understanding how meaningful relationships to the world can shape individuals' lives. Data were collected through focus groups and semi-structured interviews with former pupils who participated in the friluftsliv days during secondary school. Reflexive thematic analysis as described by Braun and Clarke, was used to analyse the data. The findings indicate that these friluftsliv days could cause resonant experiences trough, offering new perspectives on friluftsliv, giving the pupils a break from a hectic everyday life and offer them a feeling of mastery. Conversely, repetitiveness, being in a mode of aggression and insecurity were factors from the friluftsliv days that could lead to alienating experiences. This research highlights the significance of the friluftsliv teaching received by former pupils in secondary school. Showing that these days can contribute to establishing new stable axes of resonance. This study contributes to the limited empirical research on the experienced curriculum of friluftsliv teaching in Norwegian schools and emphasizes the importance of friluftsliv teaching in secondary school.