Challenging gender and power dynamics in Forest Schools: an ecofeminist perspective

This study extends the analysis of Garden’s (2024) paper on power dynamics in Forest Schools through a critical ecofeminist perspective and Foucauldian lens, examining interactions between early years teachers and Forest School (FS) leaders. Using data from four participants - two early years teachers and two FS leaders - who conducted weekly FS sessions with children aged 3–5 years over a 10-week period, thematic analysis identified themes of power dynamics, reimagining learning environments, risk, resilience, and gender performativity.

Foucault's concepts reveal the challenges educators face in navigating authority and autonomy in outdoor settings, while ecofeminist critiques (Schwai 2024) highlight how socio-cultural power relations, gender dualisms, and androcentrism shape pedagogical practices. The findings advocate for gender-aware outdoor pedagogies that challenge traditional norms, promote sustainability, and foster inclusive strategies. This study enriches the discourse on theory-practice integration in outdoor education, providing insights for transformative curriculum development and teacher training in Forest Schools.