Nature and sport in education: the migration of a school model from France to Canada (1953–1995)

• Sébastien Laffage-Cosnier ^[1] ; Willy Hugedet ^[1] ; Christian Vivier ^[1]
  1. [1] University of Franche-Comté

     University of Franche-Comté

     Arrondissement de Besançon, Francia

     
• Localización: Paedagogica Historica: International journal of the history of education, ISSN 0030-9230, Vol. 56, Nº. 1-2, 2020 (Ejemplar dedicado a: Educación y naturaleza), págs. 182-199
• Idioma: inglés
• Enlaces
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• Resumen

  • In 1950 in France, Dr Max Fourestier introduced the concept of dividing the school day into two parts. In the morning, students followed activities that were intellectual and classroom-oriented, and in the afternoon, they had physical education classes. This programme was implemented in Gambetta Elementary School in Vanves, a city on the outskirts of Paris (Fourestier was Gambetta’s doctor). In 1953, he expanded the concept by organising innovative experiments such as the “forest class” and the “snow class”, wherein nature was given a central role. Our study shows how Fourestier’s international scientific reputation played an important role in the Franco-Canadian transfer of the school day concept; we also address the transfer of the concept of the place that physical education and nature held in the French school system. Our analysis identifies the cultural elements that facilitated the Canadian appropriation of a model that promoted an educational ecosystem