No abstract

The 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.

No abstract

Este estudo teve por objetivo analisar os desafios e as oportunidades para o desenvolvimento de atividades esportivas na natureza em Porto Alegre, Brasil. Foram realizadas 29 entrevistas com representantes de organizações ligadas a essas atividades e oito observações de grupos de praticantes. Os resultados indicaram que a escolha de locais apropriados para a realização dessas atividades e as medidas para evitar a superlotação dos locais de prática representam desafios; e o potencial de envolvimento de praticantes, instrutores e comunidades locais na manutenção do meio natural e na gestão de atividades esportivas na natureza representam oportunidades. Em conclusão, o estudo demonstrou que existem áreas da cidade em que essas atividades devem ser evitadas. No entanto, por meio de gerenciamento proativo e promoção de atividades esportivas na natureza, as oportunidades podem mitigar os desafios.

Over the last 150 years, outdoor education in Aotearoa New Zealand has evolved from teachers taking students out of school on field trips to running expeditions and adventure activities as part of the curriculum. Recent accidents have increased expectations within society for outdoor leaders including teachers to be technically skilled and qualified before taking groups outdoors. This has, prompted many schools to employ qualified contract instructors to deliver parts of their programme. Using a grounded theory approach, this research explores the complex relationships that exist between schools, teachers, and contract instructors. A model outlining different types of communication between schools and contractors highlights how many outdoor education outcomes remain undeclared and implicit. Recommendations are presented to help contractors and schools work together to deliver programmes which continue to achieve a broad range of outcomes