Outdoor Environmental Education in Higher Education: International Perspectives

Series Editors’ Foreword
Contents
About the Editors and Contributors
Editors
Contributors
Chapter 1: Preparing Outdoor Educators to Be Transformational Teachers and Leaders
1.1 Theoretical Foundations and Philosophies
1.2 Pedagogical Approaches and Issues
1.3 Outdoor Environmental Education as a Social, Cultural and Environmental Endeavour
1.4 Advocacy
1.5 Safety Management
1.6 Professional Practice
References
Part I: Theoretical Foundations and Philosophies
Chapter 2: Philosophizing in Outdoor Environmental Education: How Might Experience Work?
2.1 Why Philosophize?
2.2 Asking Why-Questions: Peeling Away Layers of Reasoning
2.3 Questioning Program Design
2.4 Why Is Experience Important?
2.5 Experience as Interactions (Relationships) Between Self, Others and Environment
2.6 Ways of Experiencing: Occupations
2.7 Occupations and Self, Others, Environment
2.8 The Importance of Understanding Participants’ Experiences
References
Chapter 3: Worldviews, Environments and Education
3.1 Conceptualising Worldviews
3.2 Why Consider Environmental Worldviews in OEE?
3.3 Environmental Worldviews: Moving Beyond the Usual Suspects
3.4 Environmental Worldviews: What Does Post-humanism Do?
References
Chapter 4: Human-Nature Relationships: Navigating a Privileged White Landscape
4.1 Introduction
4.2 Problematic Foundations of Ecological Thinking
4.3 Ecology
4.4 Holism
4.5 Ecosystems
4.6 Performative Implications for the Present
4.7 The Rise of Fascist Ecologies
4.8 Inequitable Landscapes
4.9 Alternative Ecologies: Social Ecology
4.10 Post-natural Landscapes
References
Chapter 5: Developing a Sense of Place
5.1 What Is a Sense of Place?
5.2 When Space Becomes Place
5.3 Challenges with a sense of place
5.3.1 Sense of Place and our Relationship with Culture
5.3.2 Sense of Place and our Relationship with Time
5.3.3 Sense of Place and our Relationship with Nature
5.4 Tensions in the Profession
5.5 The Future of a Sense of Place in a Pandemic/Post-Pandemic World
5.6 Conclusion
References
Chapter 6: Leadership Theory: From Effective to Extraordinary
6.1 Introduction
6.2 Outdoor Leadership: Theories, Models, Competencies
6.3 Leading with the Head, Heart, Body and Soul
6.4 Preceding to Contemporary Leadership Theories
6.5 Leading with the Head, Heart, Body and Soul
6.6 Rational, Emotional, Spiritual Intelligence
6.7 Levels of Leadership Success: Effective, Exemplary, Extraordinary
6.8 Extraordinary Outdoor Leadership: The Key Elements
6.8.1 Awareness of Self, Others and Environment
6.8.2 Relationships with Self, Others and Environment
6.8.3 Intuition: Leading from Within
6.8.4 Spirituality: How You Are in the World
6.9 Mapping Leadership on the Landscape: Contours of Earth Leadership
6.10 Conclusion
References
Part II: Pedagogical Approaches and Issues
Chapter 7: Beyond Experiential Learning Cycles
7.1 Progressive Education
7.2 Progressive Origins of Experiential Education
7.3 Constructivist Models of Experiential Education
7.3.1 Kolb’s Model Explained
7.3.2 Origins of Kolb’s Model
7.3.3 Fenwick’s Categorization of Experiential Learning
7.4 Critiques of Progressive and Experiential Education
7.4.1 Egan’s Critique of Progressive Education
7.4.2 A Critique of Minimal Guidance Instruction
7.5 Discussion
7.6 Beyond Experiential Learning Cycles
7.7 Conclusion
References
Chapter 8: Adventure and Risk in Outdoor Environmental Education
8.1 Introduction
8.2 Adventure
8.3 Risk
8.4 Reframing Adventure and Risk
8.5 Authenticity
8.6 Agency and Responsibility
8.7 Uncertainty
8.8 Mastery through Challenge
8.9 Concluding Discussion
References
Chapter 9: Place-Responsiveness in Outdoor Environmental Education
9.1 Introduction: Why Places Matter
9.2 Foundations of Place-Responsiveness
9.3 Place-Based Education
9.4 Place Responsiveness in OEE
9.5 Recent Books on Place-Responsive OEE
9.6 How Do I Develop Place-Responsive OEE Pedagogy?
9.7 Conclusion: Learning Through, and for, Places
References
Chapter 10: Wild Pedagogies
10.1 Introduction
10.2 Wildness, Wilderness and the Self-Willed
10.3 Education, Pedagogy and Control
10.4 Touchstones
10.4.1 Touchstone #1: Nature as Co-teacher
10.4.2 Touchstone #2: Complexity, the Unknown, and Spontaneity
10.4.3 Touchstone #3: Locating the Wild
10.4.4 Touchstone #4: Time and Practice
10.4.5 Touchstone #5: Socio-cultural Change
10.4.6 Touchstone #6: Forming Alliances and Building Community
10.5 Concluding Thoughts
References
Chapter 11: Outdoor Therapy: Benefits, Mechanisms and Principles for Activating Health, Wellbeing, and Healing in Nature
11.1 Introduction
11.2 What Is Outdoor Therapy?
11.3 Teasing out the Differences: Contrasting Outdoor Therapies with Outdoor and Environmental Education
11.4 Outdoor Therapies in Practice
11.5 Activating Nature Within Outdoor Therapies
11.6 Mechanisms, Pathways and Benefits of Human Contact with Nature
11.7 Principles for Enhancing Health Within Programmed Outdoor Experiences
11.8 Conclusions
References
Chapter 12: Intentionality for Outdoor Educators
12.1 Introduction
12.2 Giddens Theory of Structuration
12.3 What It Means to Practice Intentionally
12.4 Can an Outdoor Educator Practice Without Intentionality and Still Be Effective?
12.5 The Perils of Uncritically Copying Another’s Practice
12.6 Increasing Intentionality by Developing a Personal Leading/Teaching Philosophy Statement
12.7 An Excerpt from a Personal, Outdoor Education, Philosophy Statement
12.7.1 Experiential Education
12.7.2 Person-Centered Education
12.7.3 Learner-Centered Teaching
12.8 Conclusion
References
Chapter 13: Digital Technology in Outdoor Education
13.1 Introduction
13.1.1 A Turbulent History of Technology and Outdoor Education
13.2 Including Digital Technology in the Outdoor Education
13.2.1 Before the Outdoor Experience
13.2.2 Recording the Outdoor Experience
13.2.3 Using Location Data
13.2.4 Managing Information
13.2.5 Communicating with Others
13.2.6 Post-experience Reflection
13.3 When Technology Is Excluded
13.3.1 Student Use of Technology
13.3.2 Outdoor Educator’s Use of Technology
13.4 Pedagogical Consequences of Including and Excluding Technology
13.4.1 Intended Consequences
13.4.2 Unintended Consequences
13.5 A Framework for Decision Making
13.6 Pedagogical Considerations When Including or Excluding Technology
13.6.1 Aims and Learning Outcomes
13.6.2 The Characteristics of the Students and Outdoor Educators
13.6.3 The Stage of the Program
13.6.4 The Resources Available
13.7 Emerging Applications for Future Consideration
13.8 Conclusion and Future Directions
References
Chapter 14: Journeying in Outdoor and Environmental Education
14.1 Introduction
14.2 History and Perspectives on Journey Metaphors
14.3 Journeys Are a Fundamental Component of Outdoor and Environmental Education
14.4 Benefits of Journeys – Research
14.5 Personal Growth & Development
14.5.1 Short or Long-Term Benefits of Longer Journeys or Expeditions?
14.5.2 But What Are the Benefits of Shorter Journeys of Duration from Perhaps an Hour to a Day?
14.6 Challenges for Journeys?
14.6.1 Risk: Real and Perceived
14.6.2 Time
14.6.3 Cost
14.6.4 Environmental Impact
14.6.5 Coming Home Can Be Hard
14.6.6 Genuine Learning?
14.7 Conclusions
References
Chapter 15: Outdoor Education and Pedagogical Content Knowledge: More Than Class Five Rapids
15.1 Introductory Case Study
15.2 Background and Context: The Broader Debates
15.3 Pedagogical Content Knowledge (PCK)
15.4 Outdoor Education Pedagogical Content Knowledge Framework (OEPCK)
15.4.1 How to Use the Table
15.5 Critiques
15.6 Benefits of the OEPCK Framework
15.6.1 Benefits for Outdoor Educators
15.6.2 Benefits for Students
15.6.3 Benefits for Those Preparing Outdoor Educators
15.6.4 Benefits for the Status of OE
15.7 Conclusion
References
Part III: Outdoor Environmental Education as a Social, Cultural and Environmental Endeavour
Chapter 16: Nature Connection
16.1 Definitions of Nature Connection
16.2 What and Where Is Nature?
16.3 Why Does It Matter?
16.4 How to Connect: Meaning Making and Pathways to Nature Connection
16.5 Impacts of Connection
16.6 Measuring Nature Connectedness
16.7 Nature Connectedness and Society
16.8 Nature Connectedness and Higher Education
16.9 Nature Connectedness and Schools
16.10 Summary
References
Chapter 17: Reading Landscapes: Engaging with Places
17.1 Introduction
17.2 Thinking with Landscapes
17.3 Reading More-Than-Human Stories in the Landscape – By Scott Jukes
17.4 Learning to Read the Land: Online Teaching in Higher Education – By Jonas Mikaels
17.5 Team Teaching with Alpine Landscapes – By Anthony Mangelsdorf
17.6 Preventing Death and Serious Injury from Falling Trees and Branches: Safety as Reading a Landscape – By Alistair Stewart
17.7 Concluding Comments
References
Chapter 18: Embracing Country as Teacher in Outdoor and Environmental Education
18.1 Introduction
18.2 Country, Lore and Stories
18.3 The 6 Ls – Country as Teacher
18.4 Enacting Indigenous Ways of Knowing, Being and Doing in Outdoor and Environmental Education
18.5 Conclusion
References
Chapter 19: Postcolonial Possibilities for Outdoor Environmental Education
19.1 Starting from the Sand
19.2 The Bass Strait Ecotone
19.2.1 A Note on Mutual Affecting
19.2.2 A Note on Mutual Becoming
19.3 Postcolonial Ethics in the Bass Strait Ecotone
19.4 (Re)Making Ourselves in/with/for Outdoor Environmental Education
References
Chapter 20: Embracing Local Community Through Post-activity Outdoor Education
20.1 Introduction
20.2 Conceptualising Local Community
20.3 Decolonisation, Local Community, and Post-activity Outdoor Education
20.4 Concluding Thoughts
References
Chapter 21: Social Capital: A Common Purpose
21.1 Introduction
21.2 Social Capital: A Brief Introduction
21.3 Outdoor Education and Social Capital
21.4 Case Study: Future Maker
21.5 Conclusion
References
Part IV: Advocacy
Chapter 22: Diversity and Inclusion in OEE
22.1 Introduction
22.2 Designing Our Way Forward
22.3 Examining Our Design Assumptions
22.4 Designing OEE for DI
22.4.1 Body Fit and Comfort
22.4.2 Awareness and Understanding
22.4.3 Cultural Appropriateness and Social Integration
22.4.4 Personalization and Wellness
22.5 Conclusion
References
Chapter 23: Is Outdoor and Environmental Education ‘Making a Difference’? Gender and Binary Heteronormative Cisgenderism
23.1 Acknowledgements, Positioning, Awareness
23.2 Concepts, Practices and Privilege
23.3 The Past That Shapes Contemporary OEE
23.4 Feminism and Gender Theory
23.5 Challenging Gender Binaries, Normativity and Stereotypes?
23.6 Sex/Sexuality and Queering OEE
23.7 Conclusion
References
Chapter 24: Topographies of Hope: Social Justice, Outdoor Environmental Education, and Accomplice-ship
24.1 Introduction
24.2 Social Justice and COVID-19
24.3 Social Justice and Outdoor Environmental Education
24.4 Topographies of Hope
24.5 Allyship and Accomplice-ship
24.6 OEE Accomplice-ship and Activism
24.6.1 Developing Individual Social Justice Literacy
24.6.2 OEE Program and Policy Considerations
24.7 Concluding Remarks
References
Part V: Safety Management
Chapter 25: Fatality Prevention in OEE
25.1 Learning from Tragedies
25.2 The Prevention Perspective
25.3 Fatality Prevention Expertise
25.4 The Three Foundations of OEE Fatality Prevention
25.5 Developing Fatality Prevention Expertise Involves Pattern Recognition
25.6 Learning from Patterns
25.7 Falling Trees and Branches – A Grey Area?
25.8 Floods in Gorges
25.9 Fatality Prevention and the OEE Profession
References
Chapter 26: Place-Based Fatality Prevention in Action
26.1 Introduction
26.2 Determination to Enact Fatality Prevention
26.2.1 Personal Determination
26.2.2 Institutional Determination
26.3 Understanding Previous Fatality Incidents
26.3.1 Staff Engagement with Case-Based Learning
26.3.2 Student Engagement with Case-Based Learning
26.4 Place-Based and Environment Knowledge
26.4.1 Reconnaissance Trips
26.4.2 Implications for Programme Design
26.4.3 Consideration of Weather and Environment Knowledge
26.5 Conclusion
References
Chapter 27: Systems Thinking Approaches to Safety in Outdoor Education
27.1 Introduction
27.1.1 What Is Systems Thinking?
27.1.2 How Is Systems Thinking Different from Other, Earlier Paradigms?
27.2 Background
27.2.1 Systems Thinking in Safety Science
27.2.2 How Is Systems Thinking Relevant to Outdoor Education?
27.2.3 Safety in Outdoor Education – History of Approaches
27.2.4 Risk Vs Benefit: What’s an Acceptable Level of Safety in Outdoor Education?
27.2.5 The Law Doesn’t Care About Benefit
27.2.6 Constraints and Affordances
27.2.6.1 The Ineffectiveness and Injustice of Over-Reliance on Frontline Workers for Safety
27.3 Systems Thinking in Outdoor Education Safety
27.3.1 UPLOADS
27.3.2 NetHarms
27.3.3 Regulatory System Design
27.3.4 Program Design
27.4 Discussion
27.5 Conclusion
References
Part VI: Professional Practice
Chapter 28: On Becoming a Reflective Practitioner
28.1 Introduction
28.2 What Is Reflective Practice?
28.3 Why Become a Reflective Practitioner?
28.4 Challenges and Strategies to Becoming a Reflective Practitioner
28.4.1 Seek Clarity and Understanding Regarding Reflective Practice
28.4.2 Be Attentive to Organizational Culture
28.4.3 Work with (or as) Coaches, Mentors and Co-teachers
28.4.4 Accept That Becoming a Reflective Practitioner Is a Learned Skill
28.4.5 Commit to the Craft of Reflective Practice
28.4.6 Devote Regular Time
28.4.7 Be Alert to Selective Inattention
28.4.8 Seek Challenging and Novel Experiences
28.4.9 Find Your Preferred Forms of Reflection
28.5 “Model” Methods for Becoming a Reflective Practitioner
28.6 Reflective Practice in Action
28.7 Summary
References
Chapter 29: Outdoor Environmental Education Research and Reflective Practice
29.1 The Importance of Research in Outdoor Practice
29.2 Reflective Practice, Reflection, Reflexivity: What’s the Difference?
29.3 Research Informing Reflective Practice
29.3.1 Large-Scale Research Studies
29.3.2 Small-Scale Research Studies
29.3.3 Indicators of Research Quality
29.4 Conclusion
References
Chapter 30: Professionalism, Professionalisation and Professional Currency in Outdoor Environmental Education
30.1 Professionalism and Professionalisation in Outdoor and Environmental Education
30.2 What’s Happening with Professionalism and Currency in Outdoor Environmental Education in the Rest of the World?
30.3 What Is the Professional Currency Situation in Australia Today?
30.4 What Are Other Professions Doing About Professional Currency?
30.5 Future Directions
References
Chapter 31: Introducing Ecologies of Skill for Outdoor Leaders
31.1 Reconciling Mobilities, Place, and Knowing
31.2 Questioning and Re-conceptualizing Skill
31.3 Ingold and Inhabitation
31.4 Outdoor Educating
31.4.1 Fieldwork
31.4.2 Story and Language Expressing Relationships
31.4.3 Structuring Senses of Movement and Place
31.4.4 Diversity in Choreography and Practice
31.5 (Re)structuring
31.6 Conclusion
References
Chapter 32: Managing Outdoor Education Fieldwork
32.1 Introduction
32.2 The Role and Purpose of Outdoor Fieldwork
32.3 The Challenge of Outdoor Fieldwork in Organisations
32.4 Challenging the Traditions of Outdoor Fieldwork
32.5 The Messiness of Outdoor Fieldwork
32.6 Personal Challenges of Outdoor Fieldwork for Outdoor Educators
32.7 Conclusion
References