ABSTRACT
A major empirical study of initial teacher training institutions in England defines education outside the classroom ‘in its broadest sense, as any structured learning experience that takes place beyond the classroom environment, during the school day, after school or during the holidays’. It can include, ‘amongst other activities, cultural trips, science and geography fieldwork, environmental and countryside education, outdoor and adventurous group activities, learning through outdoor play, and visits to museums and heritage sites’ (Kendal et al. 2006: i). Focusing on such activity relevant to your training in citizenship, this chapter provides some theoretical reflections underpinning learning outside the classroom, in particular on the relationship between democracy and education, and, more broadly, on the historical and contemporary links between politics and pedagogy. These insights are used then as a theoretical framework upon which to develop practical strategies for citizenship education beyond the classroom, including the use of external organisations and visits. It draws upon some classic sources in the political philosophy of education to provide insight into why citizenship education encourages learning beyond the classroom, dissolving any perceived barriers between classroom learning and learning beyond it, or between school and community. The chapter also argues for critical citizenship and a critical pedagogy in which the reasons for extending learning beyond the classroom are fully justified, bearing in mind the health and safety of pupils but also their more general wellbeing, including special educational needs.
