Adventure revisited: critically examining the concept of adventure and its relations with contemporary outdoor education and learning

Beames, Simon; Humberstone, Barbara; Allin, Linda

doi:10.1080/14729679.2017.1370278

Cited by 17 publications

(12 citation statements)

References 13 publications

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“…Numerous studies suggest that outdoor education linked with communitybased education brings positive impacts and shows much higher students' engagement and motivation in the learning process. Beames et al (2017) speaks about meaningful engagement, which is nowadays one of the main challenges for educators. There are studies showing that outdoor education contributes well to students' competences, including analytical capacities, problem solving, leadership, team working, decision-making, etc.…”

Section: Impact Of Outdoor Education: Cognitive Affective Social/ Int...mentioning

confidence: 99%

Learning the Nuclear: Educational Tourism in (Post)Industrial Sites

2021

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The main topic of the chapter is related to the changes that took place during the historical stage of the industrial period. The changes are analysed through the preservation and revitalisation of objects, the perspective of landscape reconstruction, and the renewal of the urban city. The main keywords in the chapter are related to the preservation of industrial heritage, the meaning of historical events, the determination of the value of remembrance based on the theory of the scar, the importance of identity, and the principles of educational tourism. In this work, the case study method is applied. The underlying principles of this method allow to devise certain characteristic strategies in constructing the new face of an industrial heritage object, post-industrial landscape, or urban city. The case study discusses the example of the Ruhr area in Germany through which certain trends on how problematic and specific objects are transformed into part of the cultural heritage and places of interest are shown. The obtained results are presented in connection with the challenges posed by the closure of the Ignalina Nuclear Power Plant (INPP) and the search for the new identity in the city of Visaginas. The study report also presents elements of a sustainable and long-term industrial heritage analysis scheme including the uniqueness of the site, its significance to society, value potential, approaches to demonstrating objects based on constructivist philosophy, educational tourism, and new learning experiences.

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Section: Impact Of Outdoor Education: Cognitive Affective Social/ Int...mentioning

confidence: 99%

Learning the Nuclear: Educational Tourism in (Post)Industrial Sites

2021

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“…Currently, there is a move through education research to expand place‐based learning within formal education curricula and incorporating communities (Harrison 2010). One specific area of this research is of relevance to our fieldtrip; the creation of ‘adventure’ and the necessity to experience risk (Beames et al 2017, 79). Through pedagogical expansion this intersects with our consideration of discomfort zones in creative practice.…”

Section: Routes To Engagementmentioning

confidence: 99%

Art & Archaeology: Uncomfortable Archival Landscapes

Wall¹,

Hale²

2020

Int J Art Design Ed

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This paper conceptualises practice in the space between and beyond Art & Archaeology as a zone where disciplinary certainties and known practices are unsettled, expanded and recast. We will outline our current thinking about heritage landscapes as places and temporalities for engagement in the practice of what Henk Slager calls the para-archive. For us, landscape functions as a kind of living archive, however, following Jacques Derrida, we are sceptical of the privileged relation between archive, law and authority. Therefore, in this paper we will think through our interdisciplinary research in the context of the development of creative para-archives, which facilitate new, affective ways of thinking and making by bringing together the previously unimagined. Responding to the challenge of the SARS-CoV-2 discomfort zone, we seek to surface creative practices, activate archival disruptions and expand pedagogical approaches to the articulation of uncomfortable archival landscapes. The pandemic has brought into sharp focus the need to re-conceptualise visions of space, experiences of place and archival practices. During a virtual fieldtrip students accessed a range of materials from Scotland's National Record of the Historic Environment. We aimed to enable the co-design and co-production of a virtual fieldtrip, followed by discussions about our collective conceptualisations of landscapes of discomfort. The archaeological fieldwork in the virtual realm provides a context for students to engage in desirology as a catalyst for deranging, re-associating and re-imagining the archive in creative ways.

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“…Yet Kerr & Mackenzie (2012) argue that "by grouping them together, researchers … may have overlooked or over-simplified the contrasting characteristics of these types of activity or sport" (p. 650). Loynes (2020), paraphrasing Beames & Pike (2013), has noted recently that "outdoor activities are embedded in a set of values that reflect the cultural conditions of the time in which the activity was first developed and that these can persist in the rituals, technologies and symbols of the activity when they are transformed into educational experiences" (p. 138). Therefore, the purpose of this paper is to consider how the use of rockclimbing activities in outdoor education has been shaped by different climbing practices and what specific pedagogic approaches and strategies might be needed to successfully achieve desired learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

“Immersed within the rock itself”: Student experiences rock climbing in outdoor education

Jane

Wattchow

Thomas

2022

Journal of Outdoor and Environmental Education

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Outdoor education has a long tradition of using adventurous activities like rock climbing to achieve learning outcomes. Concepts like adventure, perceived risk, and flow have been used to justify the inclusion of these activities. However, the arguments for their inclusion have been eroded in recent decades, leading the authors of this paper to ask: How do students actually experience an activity like rockclimbing? In addition, outdoor activities/sports have often been grouped together, as if they were one activity, rather than distinct activities, that may require specific pedagogic considerations. This paper presents the findings of research into one group of secondary school students and their experiences rock climbing while on an OE camp at Mt Arapiles/ Dyurrite in Victoria, Australia. It re-tells their stories about two climbing contexts - top rope and multi pitch climbing. Data collected through interviews were used to retell the student’s stories about their climbing experiences and inform our analysis of how rockclimbing practices may be modified to better suit evolving ideas within outdoor education. The study highlights the impact that guides have on student’s experiences and the need for program design to be guided by intended learning outcomes. Finally, we recommend more research into students’ lived experiences across the OE curriculum to develop more nuanced outdoor education programs.

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Adventure revisited: critically examining the concept of adventure and its relations with contemporary outdoor education and learning

Cited by 17 publications

References 13 publications

Learning the Nuclear: Educational Tourism in (Post)Industrial Sites

Learning the Nuclear: Educational Tourism in (Post)Industrial Sites

Art & Archaeology: Uncomfortable Archival Landscapes

“Immersed within the rock itself”: Student experiences rock climbing in outdoor education

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