Search
Search Results
-
Embracing Local Community Through Post-activity Outdoor Education
Local communities hold significant potential for rich ecological, cultural, social, and personal learning experiences. Those opportunities, however,...
-
-
-
Place-Responsiveness in Outdoor Environmental Education
This chapter discusses why place-responsiveness is an important consideration for outdoor environmental educators. Understanding the philosophical...
-
Postcolonial Possibilities for Outdoor Environmental Education
Viewing human/nonhuman relationships as separate and discrete is problematic for outdoor environmental education, given that this detachment fuels...
-
-
Journeying in Outdoor and Environmental Education
Journeys and expeditions are an important practice in outdoor and environmental education which often get overlooked or may be under-valued. The...
-
Philosophy Walks: Thinking on Our Feet, from Outdoor Learning to a Philosophy of Education
Community Philosophy is a form of public philosophy rooted in civil society and practised in non-institutional spaces free from coercion and external...
-
Impacts of maker education-design thinking integration on knowledge, creative tendencies, and perceptions of the engineering profession
Maker education can enhance learners’ creativity. Design thinking can facilitate the innovative resolution of complex problems. The design thinking...
-
Parents’ and caregivers’ perspectives on the benefits of a high-risk outdoor play space
Adult values, attitudes, behaviours, and beliefs are factors that shape childhood exposure to risk-taking experiences. This study examined the role...
-
Systems Thinking Approaches to Safety in Outdoor Education
Systems thinking is a theoretical approach that views systems holistically. In recent years, systems thinking has been applied to the development of...
-
Professionalism, Professionalisation and Professional Currency in Outdoor Environmental Education
A discussion of professionalism and professionalisation of the role of outdoor environmental educator (as distinct from the role of outdoor activity...
-
Outdoor Environmental Education Research and Reflective Practice
Many outdoor environmental educators develop their learning through professional practice and encounter research by reading, or in the role of a...
-
The experiences of trans and non-binary participants in residential and non-residential outdoor programmes
The degree to which policy, practice, and facilities accommodate trans and non-binary participants in outdoor programmes has been subject to limited...
-
Introducing Ecologies of Skill for Outdoor Leaders
In this chapter, skill is explained ecologically for outdoor leaders. The main idea is that people interrelate with the world through their skills...
-
Play Preferences of Preschoolers According to the Design of Outdoor Play Areas
The aim of this study was to examine the design features of six outdoor play areas and the play preferences of children using these areas. Through...
-
Earth Education: Magical Learning Adventures for Living More Lightly
Earth Education aims to help people live more harmoniously and joyously with the natural world. Beginning with Steve Van Matre’s ground-breaking...
-
Outdoor Education and Pedagogical Content Knowledge: More Than Class Five Rapids
This chapter presents the argument that technical pursuit skills and knowledge are not enough to become a good outdoor educator. What is needed is an...