291
Views
0
CrossRef citations to date
0
Altmetric
Research Article

‘Come with me where the sky is high and blue...’: the influence of literature by Jaroslav Foglar on readers and their environmental and outdoor experience

ORCID Icon, &

References

  • Alaniz, J. (2008). Where the white clouds sail … (100 years since the birth of Jaroslav Foglar). International Journal of Comic Art, 10(1), 583–586.
  • Babb, Y. M., McBurnie, J., & Miller, K. K. (2018). Tracking the environment in Australian children’s literature: the children’s book council of Australia picture book of the year awards 1955-2014. Environmental Education Research, 24(5), 716–730.
  • Baden-Powell, R. (2005). Scouting for boys: Handbook for instruction in good citizenship. Oxford: Oxford University Press.
  • Baratz, L., & Hazeira, H. A. (2012). Children’s literature as an important tool for education of sustainability and the environment. International Electronic Journal of Environmental Education, 1(2), 31–36.
  • Batra, A. (2012). Women and Becoming-Woman: Deleuze and Feminism. In C. Lawrence & N. Churn (Eds.), Movements in Time: Revolution, Social Justice and Times of Change (pp. 65–76). Newcastle Upon Tyne: Cambridge Scholars Publishing.
  • Beaumont, E. S., Briers, E., & Harrison, E. (2019). Slow on the draw: the representation of turtles, terrapins and tortoises in children’s literature. Early Childhood Education Journal, 47(6), 743–749.
  • Bell, B. (2003). The rites of passage and outdoor education: critical concerns for effective programming. Journal of Experiential Education, 26(1), 41–49.
  • Bhagwanji, Y., & Born, P. (2018). Use of children’s literature to support an emerging curriculum model of education for sustainable development for young learners. Journal of Education for Sustainable Development, 12(2), 85–102.
  • Bigger, S., & Webb, J. (2010). Developing environmental agency and engagement through young people’s fiction. Environmental Education Research, 16(3–4), 401–414.
  • Bittner, R., Ingrey, J., & Stamper, C. (2016). Queer and trans-themed books for young readers: A critical review. Discourse: Studies in the Cultural Politics of Education, 37(6), 948–964.
  • Bray, D. B. (2015). Sissy boy mothering: male child mother figures in middle-grade fantasy literature. Children’s Literature in Education, 46(2), 160–174.
  • Breault-Hood, J., Gray, T., Truong, S., & Ullman, J. (2017). Women and girls in outdoor education: scoping the research literature and exploring prospects for future body image enquiry. Research in Outdoor Education, 15(1), 21–46.
  • Bullivant, S. (2018). Europe’s young adults and religion: Findings from the European Social Survey (2014–16) to inform the 2018 Synod of Bishops. Twickenham, UK: Benedict XVI Centre for Religion and Society, St Mary’s University.
  • Burke, G., & Cutter‐Mackenzie, A. (2010). What’s there, what if, what then, and what can we do? an immersive and embodied experience of environment and place through children’s literature. Environmental Education Research, 16(3–4), 311–330.
  • Cakl, O. (2005). Metodologický rozhovor o teorii fikčních světů s vlastimilem zuskou. Aluze: Revue Pro Literaturu, Filozofii a Jiné, 9(2), 39–46.
  • Capuzza, J. C. (2020). “T” is for “transgender”: an analysis of children’s picture books featuring transgender protagonists and narrators. Journal of Children & Media, 14(3), 324–342.
  • Cincera, J., Johnson, B., & Kroufek, R. (2020). Outdoor environmental education programme leaders’ theories of experiential learning. Cambridge Journal of Education, 1–17. doi:10.1080/0305764X.2020.1770693
  • Davies, R., Potter, T. G., & Gray, T. (2019). Diverse perspectives: gender and leadership in the outdoor education workplace. Journal of Outdoor and Environmental Education, 22(3), 217–235.
  • Dobrin, S. I. (2010). Through green eyes: complex visual culture and post‐literacy. Environmental Education Research, 16(3–4), 265–278.
  • Doležel, L. (2003). Heterocosmica: Fikce a možné světy. Praha: Karolinum.
  • Dvorský, M. (2011). Mýtus zvaný Stínadla: Rychlé šípy, Vontové a hlavolam - realita versus fikce (2., rozš. vyd. ed.). Praha: Zdeněk Bauer.
  • Earles, J. (2017). Reading gender: A feminist, queer approach to children’s literature and children’s discursive agency. Gender and Education, 29(3), 369–388.
  • Foglar, J. (1996). Chata v Jezerní kotlině. Praha: Olympia.
  • Foglar, J. (1998). Jestřábe, vypravuj …. Praha: Olympia.
  • Foglar, J. (1999). Když Duben přichází. Praha: Olympia.
  • Foglar, J. (2001). Kronika Ztracené stopy. Praha: Olympia.
  • Foglar, J. (2003a). Hoši od Bobří řeky. Praha: Olympia.
  • Foglar, J. (2003b). Rychlé šípy (2. vydání - dotisk ed.). Praha: Olympia.
  • Foglar, J. (2003c). Svorní gambusíni a jiné příběhy. Praha: Olympia.
  • Foglar, J. (2005). Život v poklusu. Praha: Olympia.
  • Freestone, M., & O’Toole, J. M. (2016). The impact of childhood reading on the development of environmental values. Environmental Education Research, 22(4), 504–517.
  • Gray, T. (2016). The “F” word: feminism in outdoor education. Journal of Outdoor and Environmental Education, 19(2), 25.
  • Gray, T., Mitten, D., Loeffler, T. A., Allen-Craig, S., & Carpenter, C. (2017). Defining moments: an examination of the gender divide in women’s contribution to outdoor education. Research in Outdoor Education, 15(1), 47–71.
  • Gray, T., Mitten, D., Potter, T., & Kennedy, J. (2020). Reflective insights toward gender-inclusive outdoor leadership. Journal of Outdoor Recreation, Education & Leadership, 12(1), 102–120.
  • Halák, J., & Klouda, J. (2018). The institution of life in gehlen and merleau-ponty: searching for the common ground for the anthropological difference. Human Studies: A Journal for Philosophy and the Social Sciences, 41(3), 371–394.
  • Harvey, C., Hallam, J., Richardson, M., & Wells, R. (2020). The good things children notice in nature: an extended framework for reconnecting children with nature. Urban Forestry & Urban Greening, 49. doi:10.1016/j.ufug.2019.126573
  • Hattie, J., Marsh, H. W., Neill, J. T., & Richards, G. E. (1997). Adventure education and outward bound: out-of-class experiences that make a lasting difference. Review of Educational Research, 67(1), 43–87.
  • Heidegger, M. (2008). Being and Time. New York: Harper & Row Publishers.
  • Hermann-Wilmarth, J. M., & Ryan, C. L. (2016). Queering chapter books with LGBT characters for young readers: recognizing and complicating representations of homonormativity. Discourse: Studies in the Cultural Politics of Education, 37(6), 846–866.
  • Hošek, P. (2017). Evangelium podle Jaroslava Foglara. Brno: Centrum pro studium demokracie a kultury.
  • Hug, J. W. (2010). Exploring instructional strategies to develop prospective elementary teachers‘ children’s literature book evaluation skills for science, ecology and environmental education. Environmental Education Research, 16(3–4), 367–382.
  • Humberstone, B. (2000). The “outdoor industry” as social and educational phenomena: gender and outdoor adventure/education. Journal of Adventure Education and Outdoor Learning, 1(1), 21–35.
  • Jirásek, I. (2008). Movement in the context of Jaroslav Foglar’s books and his pedagogical influence. Acta Universitatis Palackianae Olomucensis. Gymnica, 38(2), 7–12.
  • Jirásek, I. (2013). Verticality as non-religious spirituality. Implicit Religion, 16(2), 191–201.
  • Jirásek, I. (2020a). Does Alvarez truly need only the brave and the strong? Jaroslav Foglar and experiential education for boys in Bohemia. History of Education, 49(6), 856–869.
  • Jirásek, I. (2020b). Holistic leisure education through the czech rapid arrows comics. Journal of Graphic Novels and Comics, 1–15. doi:10.1080/21504857.2020.1773884
  • Jirásek, I. (2020c). Transformative experience as a change of horizon. In J. Parry & P. Allison (Eds.), Experiential Learning and Outdoor Education: Traditions of Practice and Philosophical Perspectives (pp. 112–129). Abingdon, UK: Routledge.
  • Jirásek, I. (2021). Outdoor education and becoming-man. Journal of Outdoor and Environmental Education, 1–13. doi:10.1007/s42322-021-00086-7
  • Jirásek, I., Elfmark, M., Sigmundová, D., & Křen, F. (2007). Vztah četby knih Jaroslava Foglara a pohybové aktivity. In I. Jirásek (Ed.), Fenomén Foglar (pp. 245–257). Praha: Prázdninová škola Lipnice.
  • Jirásek, I., & Turcova, I. (2017). The czech approach to outdoor adventure and experiential education: The influence of Jaroslav Foglar’s work. Journal of Adventure Education and Outdoor Learning, 17(4), 321–337.
  • Jírek, B. (1964). Počítejme s foglarem. Zlatý Máj, 8(11), 504–507.
  • JM. (1990). Život v poklusu: Původní interview jaroslava foglara pro rovnost. Rovnost, 105(156), 5.
  • Kirk, K. A., & Karbon, J. (1986). Environmental content in award-winning children’s literature: 1960 through 1982. Journal of Environmental Education, 17(3), 1–7.
  • Korteweg, L., Gonzalez, I., & Guillet, J. (2010). The stories are the people and the land: three educators respond to environmental teachings in indigenous children’s literature. Environmental Education Research, 16(3–4), 331–350.
  • Krajhanzl, J. (2014). Psychologie vztahu k přírodě a životnímu prostředí. Brno: Masarykova univerzita, Lipka.
  • Krajhanzl, J., Chabada, T., & Svobodová, R. (2018). Vztah české veřejnosti k přírodě a životnímu prostředí. Reprezentativní studie veřejného mínění. Brno: Masarykova univerzita.
  • Løvoll, H. S. (2020). Experiential learning in the outdoors: The Norwegian tradition. In J. Parry & P. Allison (Eds.), Experiential Learning and Outdoor Education: Traditions of Practice and Philosophical Perspectives (pp. 19–27). London: Routledge.
  • Lumber, R., Richardson, M., & Sheffield, D. (2017). Beyond knowing nature: contact, emotion, compassion, meaning, and beauty are pathways to nature connection. PLoS ONE, 12(5), e0177186–e0177186.
  • Martín, N. M., Hageman, J. L., Montgomery, S. E., & Rule, A. C. (2019). A content analysis of thirty children’s picture books about ecology. Journal of STEM Arts, Crafts, and Constructions, 4(1), 83–120.
  • Merleau-Ponty, M. (2012). Phenomenology of perception. London: Routledge.
  • Morgan, A. (2010). The lord of the rings – A mythos applicable in unsustainable times? Environmental Education Research, 16(3–4), 383–399.
  • Mrva, J. (1990). Jaroslav Foglar. Kroměříž: Okresní knihovna.
  • Nezkusil, V. (1991). Rozpory foglarova světa: K prvnímu soubornému vydání “stínadelských” příběhů. Zlatý Máj, 35(3), 157–163.
  • Nguyen, N. (2015). Incorporating outdoor education into the physical education curriculum. Strategies: A Journal for Physical and Sport Educators, 28(1), 34–40.
  • Op de Beeck, N. (2018). Children’s ecoliterature and the new nature study. Children’s Literature in Education: An International Quarterly, 49(1), 73–85.
  • Pírek, Z. (1990). Čtenářské kluby Jaroslava Foglara. Brno: Delfín.
  • Plato. (1997). Complete works. Indianopolis, Ind: Hackett Publishing Company.
  • Quast, E. (2019). “And he could wear a dress?”: A preschool transformative book conversation. Reading Teacher, 72(4), 445–451.
  • Quay, J. (2017). From human-nature to cultureplace in education via an exploration of unity and relation in the work of peirce and dewey. Studies in Philosophy & Education, 36(4), 463–476.
  • Reid, A., Payne, P. G., & Cutter‐Mackenzie, A. (2010). Openings for researching environment and place in children’s literature: Ecologies, potentials, realities and challenges. Environmental Education Research, 16(3–4), 429–461.
  • Seton, E. T. (1991). Kniha lesní moudrosti (M. Zapletal, Trans. 2nd ed.). Praha: Olympia.
  • Shen, L. C. (2018). Gender and cross-genderism in children’s literature: A comparative case study of the figure of the tomboy. Neohelicon, 45(2), 653–670.
  • Simpson, S. (1988). Speaking for the trees: the use of literature to convey outdoor education themes. Journal of Environmental Education, 19(3), 25–31.
  • Sládek, O. (2004). Fiktivní a fikční světy: Několik poznámek k teoretickým přístupům Felixe Vodičky a Lubomíra Doležala. In A. Jedličková (Ed.), Felix Vodička 2004 (pp. 99–106). Praha: Ústav pro českou literaturu AV ČR.
  • Soetaert, R., Top, L., & Eeckhout, B. (1996). Art and literature in environmental education: two research projects. Environmental Education Research, 2(1), 63–73.
  • Sohr, S. (1968). Zase zní píseň úplňku: Vyprávění o Jaroslavu Foglarovi. Ostrava: Puls.
  • Sotirin, P. (2011). Becoming-woman. In C. J. Stivale (Ed.), Gilles Deleuze: Key Concepts (2nd ed., pp. 116–130). London, UK, New York, NY: Routledge.
  • Uherková, D., & Úlovcová, H. (1993). Co se čte ve veřejných knihovnách. Ctenár: Mesícník Pro Práci S Knihou, 45(9), 282–293.
  • Urbanová, S., & Matýsková, B. (1992). Jaroslav Foglar (tematická jednotka pro základní školy). Ostrava: Item.
  • Veevers, N., & Allison, P. (2011). Kurt Hahn: Inspirational, visionary, outdoor and experiential educator. Rotterdam: Sense Publishers.
  • Vučka, T. (2015). Cesta za modrým světlem: Meditace nad texty Jaroslava Foglara. Příbram: Pistorius & Olšanská.
  • Vučka, T. (2018). Krása, touha a lyrické tóny v prózách Jaroslava Foglara. In P. Hošek (Ed.), Duchovní rozměr fenoménu Foglar (pp. 199–220). Praha: Dingir.
  • Wason‐Ellam, L. (2010). Children’s literature as a springboard to place‐based embodied learning. Environmental Education Research, 16(3–4), 279–294.
  • Williams, A., & Wainwright, N. (2016). A new pedagogical model for adventure in the curriculum: part one - advocating for the model. Physical Education and Sport Pedagogy, 21(5), 481–500.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.