Call for papers for special issue on digital technology and networked spaces in adventure education and outdoor learning

Reed, Jack; Kraalingen, Imre van; Hills, D.A.

doi:10.1080/14729679.2022.2055587

Cited by 5 publications

(2 citation statements)

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“…Furthermore, postdigital assemblage thinking offers us an acknowledgement of the complexity that exists beyond the nature-technology binary. In many ways, this commentary kickstarts this conversation and, as I have outlined previously with colleagues (Reed et al 2022), invites others to consider how and in what ways the postdigital interacts with the purposes, outcomes and accessibility of OEE. Perhaps importantly, there has been limited acknowledgement of the postdigital in relation to educating in and for the climate and ecological crisis.…”

Section: Thoughts For the Futurementioning

confidence: 73%

“…However, the context in which OEE sits has drastically changed, something van Kraalingen (2022) acknowledged recently when exploring the complex relationships between technological mediation and the outdoor classroom. Furthermore, as Hood and Tesar (2019) acknowledge, young people are now growing up in the Anthropocene, a geological epoch that recognises human impact on the land.…”

Section: Introductionmentioning

confidence: 99%

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Postdigital Outdoor and Environmental Education

Reed

2022

Postdigit Sci Educ

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Alongside this acknowledgement, the field of OEE must also consider how it is inescapably positioned within the networked spaces (e.g. social media and the technical architectures that sustain them) that very often characterise contemporary societies. Montgomery (2015) extends this, demonstrating how networked spaces have unpicked what were formerly stable social boundaries in the lives of young people. As 18-year-old Skyler told her Mum in research conducted by boyd (2014: 119), if you cannot engage with such spaces 'you don't exist'. Davidson and Goldberg (2010) build on this, positing that technology has inevitably altered how young people participate in civic society, whilst changing how people play, learn and socialise.In contemporary life, young people seamlessly inhabit and grow up in a world where distinguishing between so-called digital and non-digital spaces becomes increasingly difficult and probably impossible (Allaby and Shannon 2020; Kaplan-Berkley 2021). Positioning contemporary childhoods within this collapsed digital-non-digital binary may be positioned as a characteristic of the postdigital condition (Ryberg et al. 2021). As Jandrić et al. (2018 put forward, 'we are increasingly no longer in a world where digital technology and media is separate, virtual, "other" to a "natural" human and social life'. This adds yet more layers to the OEE endeavour and presents a messy and chaotic space from which young people may begin to make sense of their outdoor learning experiences. This raises the question: In a time of climate and ecological crisis, what impact might a postdigital reality have on the purposes and outcomes of OEE?Within this postdigital context, OEE must also account for the ongoing oppression and stigmatisation experienced by groups of diverse populations in outdoor learning. Whether it be issues of hegemonic masculinity (Kennedy and Russell 2020), racial equity and inclusion (Romero et al. 2022) or the marginalisation of gender variant students (Bren and Prince 2022), we must consider how the postdigital interacts with the foundational inequalities present in OEE. Making sense of the relationships between OEE, inequality, emancipation and the postdigital interacts with Jandrić and Ford's (2022) edited book Postdigital Ecopedagogies: Genealogies, Contradictions, and Possible Futures. Especially poignant is the chapter from Misiaszek et al. (2022), who present a case study on an ecopedagogical course which utilised TikTok to explore narratives of neocolonialism, ecoracism and anthropocentrism in Western constructions of nature and earth. They conclude that learners need 'to be also outside of digital spaces (e.g., offline, off-the-grid)' in order to understand and address issues of socio-environmental injustices and the climate and ecological crisis (Misiaszek et al. 2022: 140).What the above does is outline some of the complexities that are present when considering the role of the postdigital in OEE contexts. As I have discussed previously, 'in a postdigital world marked by the climate an...

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Section: Thoughts For the Futurementioning

confidence: 73%

Section: Introductionmentioning

confidence: 99%