Interest in outdoor life has increased in recent years, not least during the pandemic. Friluftsliv is one of three areas of knowledge in the Swedish curriculum for the subject of physical education. Through teaching, students are supposed to develop an interest in outdoor activities and understand the value of friluftsliv. The problem with the concept of friluftsliv is the lack of consensus about the concept's meaning in the academic world, among non-profit organizations and not least among the teaching profession. This can lead to uncertainties about the purpose, goals and values of friluftsliv education. So with the words of John Dewey as a mantra: That students have difficulties relating the school's education to their everyday life, the purpose of this study is to investigate ninth graders' taste for friluftsliv and how they relate this interest to the education of friluftsliv. The questions that the study intends to answer are: Which practices in friluftsliv engage ninth graders? What value do ninth graders place on the friluftsliv practices that engage them? How do the students describe the relationship between their experiences of friluftsliv outside of school and the friluftsliv they encounter in school education? The study's empirical data consists of two focus group interviews that were conducted at two schools. The schools are located in different geographical sites in south of Sweden and in different sized communities. The interviews were transcribed and then interpreted and analysed using Bourdieu's habitus and capital theory and Engström's logics as theoretical tools. The results show that students have a taste for a variety of friluftsliv practices. These practices attribute different values to the students, such as calmness, joy and freedom. The choice of practices and the attributed value can be explained based on the logics of each practice. These logics are part of an individual's habitus. The results show that some students can, based on their habitus, relate to the school's friluftsliv education, while some cannot. Our conclusion is that teachers should find out what practices engage students and what values students attribute to these practices in order to make the teaching of friluftsliv meaningful.

The diploma thesis deals with the issue of inclusive education at ordinary primary school, in the practical part with education of these pupils at a common school of rural type. The aim of the theoretical part is clarification what the inclusive education means, what conditions the pupils with special educational needs need and what support operations are suitable for smooth integration into the collective and for their development. The aim of the practical part is with the help of observation, dialogues and own experience to analyze the success of the process of the inclusive education at a small primary school of rulal type with a capacity of approximately 150 pupils, eventually to find out shortcomings and conditions which are needed to resolve and improve in such a way that the teaching at that school is successful.