Contemporary Approaches to Outdoor Learning: Animals, the Environment and New Methods

Acknowledgement
Contents
Notes on Contributors
List of Figures
List of Tables
Part I: The Contribution to Outdoor Learning from Non-human Animals
Introduction
References
Paws for Thought: Reflections on the First Four Years of Lakeside Care Farm
Rationale
Ethos and Underpinning Values
Our Students
Our Partners
Day to Day Activities
Animal Therapy
Reflections
Staff
Students: Support and Activities
Site and Infrastructure
Time
Care Farm II: The Willows
Conclusion
References
Fear, Fiction and Facts: Animals in Outdoor Learning Environments
Introduction
The Importance of Understanding Animals and the World They Live In
Development of Animal-Based Fear
Fear and Folklore
Assimilating and Risk-Assessing Animal Information
Adult’s Roles: ‘Yuck! Don’t Lick That’
Conclusion
References
Learning About the World to Save the World: How Learning from Animals May Provide a Means of Promoting Environmental Awareness
Introduction
Three Things I Hate: 1. Lists. 2. People Who Make Lists. 3. Irony
Animals in Learning
References
Animals as Catalysts for Learning, Personal Growth and Enlightenment
Introduction
Human-Animal Relationships
What Is the Animal-Human Bond, and How Does It Help Us Develop as Humans?
Learning Because of Behaviour Issues
References
‘All They Need to Know Is Tigers Are Awesome’: The Place of Animal Pedagogies in Twenty-First-Century Schools
Introduction
Project Methodology
Theme 1: One Health for Animal Conservation and Welfare
Theme Two: More than Welfare and Conservation
Conclusion: Lessons from Those Who Care
References
‘When you have this intimacy with it, you do want to protect its environment.’ The Role of Emotions on a Zoo Visit in Engaging Visitors in Wildlife Conservation
Introduction
Exploring Visitors’ Experiences with Animals at the Zoo
New Methods of Enquiry at the Zoo
How This Research Was Conducted
Emotional Engagement with Animals at the Zoo
Theme 1: Emotional Responses at the Zoo Are Varied and Are Influenced by Several Factors
Past Experiences of Animals and Zoos
During the Zoo Visit
Theme 2: Encounters at the Zoo Can Build Strong and Lasting Emotional Connections
Theme 3: Emotional Connections with Animals Are Important in Driving Pro-Environmental Behaviours
Theme 4: Developing and Retaining Emotional Connections
Understanding Threats to Wild Animals
Opportunities to Talk with Zoo Staff and Volunteers
Opportunities to See and Connect with Animals after the Zoo Visit
Discussion
The Importance of Attending to the Emotional Dimension of Visitors’ Encounters with Animals at the Zoo
Practices of Visitor Engagement at the Zoo
Conclusion
References
Part II: New Frontiers: Contemporary Research into Outdoor Learning
‘A Sea of Men’: Supporting Men as Fathers Through Outdoor Learning Experiences
Introduction
Manliness, the ‘hands-on’ Dad and Outdoor Leisure Activities
So What’s the Problem?
Background and Methodology
Managing Masculinity: Fire Circles, Food and Fathers’ Conversations
Managing male Sensibilities and Building Dads’ Confidence
Conclusion
References
The Scenic Route to Academic Attainment via Emotional Wellbeing Outdoors
Introduction
Methodological Approaches
Results: Involvement, Connection and Well-being
Results: Academic Attainment and Attendance
Qualitative Analysis Themes
Self-Regulation and Resilience Through Emotional Space
Nurture
Physical Adventure
Free Social Play
Nature Discovery
Socially Confident Learners
Choice and Independence
In-School Themes
Behaviour Perceptions
Teaching Staff Perspectives
Conclusions
References
The Freedom to Have Fun, Play, Make Friends, and Be a Child: Findings from an Ethnographic Research Study of Learning Outside in Alternative Provision
Introduction
Project Methodology
The Setting and Participants
Environmental Context
Research Themes
Individual Student Behaviour Is Better When They Are Learning Outside
Behaviour Between Peers Is More Positive When Learning Outside
Students Work Together When Learning Outside
Students Enjoy Learning Outside
Student-Teacher Interactions Are More Positive Outside
Conclusions
References
All Aboard for Ocean Literacy: Marine Outdoor Environmental Learning in the South West of England
Introduction
Marine-Based Outdoor Environmental Learning: Challenges and Opportunities
Case Study: Ocean Discoverability and On-Board Ocean Educators
Evaluation
Conclusion
References
Uncomfortable Learning and Ethical Tensions: Animal Butchery and Environmental Education
Introduction
Challenge and Discomfort in Environmental Education
Learning with the Land
A Deer and a Deliberate Disquiet
Participant Reflections
In the Moment
Opening Pandora’s Box
Transformation
Closing Reflections
References
Outdoor Learning and Student Teacher Identity
Introduction
Impact of the Professional Development Programme
Curricular Connections
Class Management
Teacher Identity
Collaboration
Classroom Culture
Conclusion
References
Ecological Identity Work
Introduction
Identity and (Eco)Identities
Nascent and Affective (Eco)Identities
Place and (Eco)Identities
Dialogue and (Eco)Identities
Narrative and (Eco)Identities
Conclusion
References
Gone Rogue: Re-wilding Education in Alternative Outdoor Learning Environments
Introduction
Nature-Immersed Eclipsing Traditional Educational Methods
Tonia
Peter
The Through Line Within Our Stories: Nature as a Superfood
Twenty-First Century Education: A Snapshot
An Endangered Species: Children in Nature-Based Experiences
Letting Nature In
Transformative Education
Data Collection: Students’ Blog Reflections
Findings and Discussion
Discussion
Teaching and Learning in a Post-COVID-19 World
Conclusion
References
Philosophy Walks: Thinking on Our Feet, from Outdoor Learning to a Philosophy of Education
Introduction: Background and Borrowings
Walking
Philosophy
A Synthesis
Early Experiments in Philosophy Walks
Shaping Philosophy Walks
A More Detailed Account: Considering the Process
Moving On: Thoughts on Philosophy Walks as a Philosophy of Education in Its Own Right
References
Conclusion: Love in a Time of Pandemics
References
Index