Outdoor Education in the Slovenian School System Supports Cultural and Environmental Education

2019 ◽  
pp. 209-229
Keyword(s):  
Environmental Education ◽  
School System ◽  
Outdoor Education

‘Attuning-with’, affect, and assemblages of relations in a transdisciplinary environmental education

2019 ◽  
Vol 35 (3) ◽  
pp. 262-272 ◽  
Author(s):  
Kathryn Riley ◽  
Peta White
Keyword(s):  
Science Education ◽  
Environmental Education ◽  
Knowledge Acquisition ◽  
Outdoor Education ◽  
Environmental Science ◽  
Sense Making ◽  
Material Forces ◽  
Relational Ontology ◽  
Environmental Science Education ◽  
The World

AbstractIn these Anthropocene times humans are vulnerable through the effects of socio-ecological crises and are responsible for attending to past, present and future socio-ecological injustices and challenges. The purpose of this article is to challenge discursive structures that influence knowledge acquisition about/of the world through binary logics, acknowledging that we are never apart from the world we are seeking to understand, but that we are entangled through a mutual (re)configuring with the world. Through storytelling and entangled poetry from outdoor education and environmental science education contexts, this article explores discursive/material forces (socially meaningful statements/affective intensities) enacted through pedagogies ‘attuning-with’. As pedagogies ‘attuning-with’ take up a relational ontology, in which sense-making is generated from the grounded, lived, embodied and embedded politics of location in relationship with broader ecologies of the world, they illuminate a transdisciplinary environmental education. A transdisciplinary environmental education is important for these Anthropocene times, because it not only promotes a multivocal approach to environmental education, but in acknowledging our inherent and intrinsic responsibility and accountability for the kinds of worlds that we are co-constituting, it provides opportunities to change the story of how we choose to live with/in/for these Anthropocene times.

Outdoor Education: Environmental Education Reinvented, or Environmental Education Reconceived?

1989 ◽  
Vol 5 ◽  
pp. 15-23 ◽  
Author(s):  
Andrew Brookes
Keyword(s):  
Action Research ◽  
Physical Education ◽  
Environmental Education ◽  
Outdoor Education ◽  
Field Trips ◽  
Action Research Project ◽  
Research Project ◽  
Official Curriculum ◽  
Situational Constraints

AbstractIn most Victorian schools outdoor education has meant the weekend bushwalk or the end of year camp. It has been extra-curricula. But that is changing.Outdoor education appears poised to achieve subject status is Victoria. It is included in official curriculum developments and is served by recognised specialist tertiary courses.Outdoor education has been distinguished from physical education by its focus on environmental education, and a converse argument probably applies. But is the environmental education which occurs in outdoor education distinguished by anything other than an association with adventure activities? After all, field trips are not a new idea.This paper argues that the distinctiveness of outdoor education as a form of environmental education is derived from its physical and conceptual isolation from schooling. Conceptual isolation provides the opportunity to construct powerfully affective forms of de-schooled environmental education.The ways in which an outdoor education context can provide different situational constraints from those existing in schools or other institutions are outlined. An action research project is used to exemplify ways in which teachers might reconceive education within those new constraints.The paper concludes that outdoor education can allow powerful forms of environmental education to develop, but that a technocratic rationalisation of the field associated with its increasing institutionalisation threatens to negate that potential.

Sustaining an Environmental Ethic: Outdoor and Environmental Education Graduates' Negotiation of School Spaces

2011 ◽  
Vol 27 (2) ◽  
pp. 199-208 ◽  
Author(s):  
Lou Preston
Keyword(s):  
Environmental Education ◽  
Beginning Teachers ◽  
Environmental Ethics ◽  
Outdoor Education ◽  
Environmental Ethic ◽  
Environmental Practices ◽  
School Communities ◽  
Education Literature ◽  
Professional Experiences ◽  
Education Courses

In this article, I draw on interviews with graduates from an Outdoor and Environmental Education course to explore the ways in which their environmental ethics changed since leaving university. I do this in relation to the graduates' personal and professional experiences, particularly in the context of teaching Outdoor Education and Physical Education in secondary schools. By offering two alternative readings of graduates' experiences, this research contributes to existing education literature about the ‘wash-out effect’ of teacher education courses once beginning teachers become immersed in schools. In the first reading I find evidence of regulatory and normalising strategies of society and school communities and a ‘plateauing’ of graduates' engagement with environmental practices. In a second reading, framed by Foucault's theory of power and ethics, I discern acts of ‘tactical’ resistance. This reading foregrounds strategies graduates use to negotiate the constraining spaces of schools.

scholarly journals Place-based education: outdoor and environmental education approaches

2019 ◽  
Vol 9 (2) ◽  
pp. 73-76
Author(s):  
Binh Nga Giap ◽  
Minh Nguyet Le ◽  
Thi Hang Nguyen ◽  
Thi Thuy Ha Duong
Keyword(s):  
Environmental Education ◽  
Outdoor Education ◽  
Practical Work ◽  
Viet Nam ◽  
Place Based Education

By analyzing the relationships among place-based education, outdoor education, and environmental education, the authors developed the proposal for the practical work in place-based education and its application to guide instruction and research in Vietnam. Some examples are given as evidence. Trên cơ sở phân tích các mối quan hệ giữa giáo dục tại thực địa, ngoài lớp học và giáo dục môi trường của những tác giả khác. Các tác giả phát triển chương trình định hướng thực hành trong giáo dục môi trường tại thực địa để ứng dụng trong giảng dạy và nghiên cứu tại Việt Nam. Các ví dụ được đề cập như là những minh chứng thực tiễn.

Tenuous Affair: Environmental and Outdoor Education in Aotearoa New Zealand

2014 ◽  
Vol 30 (2) ◽  
pp. 151-166 ◽  
Author(s):  
David Irwin ◽  
Jo Straker
Keyword(s):  
New Zealand ◽  
Environmental Education ◽  
Outdoor Education ◽  
Formal Education ◽  
Positive Outcome ◽  
Education For Sustainability ◽  
Doctoral Research ◽  
Aotearoa New Zealand ◽  
Nature Studies ◽  
Outdoor Experiences

AbstractThe relationship between outdoor education and environmental education in Aotearoa New Zealand has undergone many changes since formal education began in early colonial times. Discussion draws from qualitative doctoral research undertaken by the authors that investigated education for sustainability in outdoor education and how meaning is ascribed to outdoor experiences. The article describes how environmental education and outdoor education had common historical roots in nature studies that eventually were teased apart by the development of separate agendas for learning and assessment, coupled with the political context of the 1970s and 1980s. The article finds that contemporary forces relating to the economy, society and the environment are now driving a re-engagement of the two discourses in Aotearoa New Zealand at a variety of levels, from schools to national bodies, and that this re-engagement signals a positive outcome for addressing key environmental issues and engaging students in the outdoors.

scholarly journals Reshaping the outdoors through education: exploring the potentials and challenges of ecological restoration education

2019 ◽  
Vol 23 (1) ◽  
pp. 57-71
Author(s):  
Andreas Skriver Hansen ◽  
Mattias Sandberg
Keyword(s):  
Environmental Education ◽  
Ecological Restoration ◽  
Outdoor Education ◽  
Learning Strategy ◽  
Future Needs ◽  
The World ◽  
Fish Habitats ◽  
Point Of Departure

AbstractThis paper explores and critically discusses a new concept with relevance to outdoor and environmental education: Ecological Restoration Education (ERE). The background of ERE is a recently launched project by the Swedish Anglers Association (SAA) called ‘Skolbäcken’ with an aim to teach children about fish and fish habitats, and how to protect and conserve both, through practical restoration activities. The project is a reaction to an awakening concern about children’s reduced contact with and understanding of nature, both in the Scandinavian countries and elsewhere in the world. With a point of departure in this concern and project Skolbäcken, the paper explores the idea and practice of ERE, drawing from its conceptual roots; ‘ecological restoration’ and ‘outdoor education’. Results show a concept that is both timely and relevant as it not only emphasizes the critique of the children-nature disconnect, but also contributes with strategies to meet the critique with solutions that are appreciated both by the children and their teachers. However, there are also important challenges, including concerns about normative education and the ‘projectification’ of ERE and how these factors may influence the short or long term success and potential continuation of ERE as a learning strategy in schools. Future needs in terms of further grounding of ERE are also discussed.

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