Outdoor adventure in Australian outdoor education: Is it a case of roast for Christmas dinner?

Lugg, Alison

doi:10.1007/bf03400790

Cited by 60 publications

(31 citation statements)

References 14 publications

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“…Yet, it is only in more recent times that this discussion has started to reflect specific cultural and geographical contexts rather than abstract notions of 'the environment' (see, for example, Brookes, 2002a;Lugg, 2004;Preston, 2004;Preston & Griffiths, 2004;Stewart, 2004aStewart, , 2004bBlades, 2005). Reflecting on a call for an Australian curriculum, Brookes (2002b, p. 406) posed the question 'does it matter if, and how, contemporary Australians experience the bush?…”

Section: Introductionmentioning

confidence: 99%

Whose place, whose history? Outdoor environmental education pedagogy as ‘reading’ the landscape

Stewart

2008

Journal of Adventure Education & Outdoor Learning

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Outdoor education practice around the world occurs in diverse circumstances, environments and cultures. The application of outdoor education to specific cultural and environmental issues in particular places and communities has received little attention in research. While research in fields such as cultural geography has addressed the relationships between cultures, communities and geographical places, this is largely overlooked in outdoor education research. In this paper I draw on literature from cultural history and environmental history to explore how these disciplines might inform outdoor education research and pedagogy that addresses current cultural and environmental issues of specific communities and geographical places. With the aid of the rhizome metaphor for (re)structuring knowledge, I use examples from my practice in Australia to demonstrate how reading the landscape and the use of stories, or historical accounts, can assist outdoor educators and participants to probe and reflect on the relationships between personal experience and the complex cultural-ecological processes that have shaped the places in which we live and work.

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Section: Introductionmentioning

confidence: 99%

Whose place, whose history? Outdoor environmental education pedagogy as ‘reading’ the landscape

Stewart

2008

Journal of Adventure Education & Outdoor Learning

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“…We identify the rise of an 'identity crisis' in contemporary outdoor environmental education due largely to a still unresolved and ongoing debate within a 30-year 'tension' between the 'traditional' practical 'adventure' focus in remote and exotic outdoors and the critically 'progressive' alternatives that 'responsibly' prioritize 'just' and inclusive movement experiences and environmental studies in various environments, versions of nature and our bodied/corporeal and symbolic relations with such environments/natures (e.g., Lugg, 2004;Nakagawa & Payne, 2014;Newbery, 2012;Payne, 1994Payne, , 2005Payne, , 2014Payne & Wattchow, 2009). In so doing, we clarify, within limits, how the discourse practices that encircle the concepts of 'environment'/'environmental' are influenced or can be transformed by the particular references, structures and dynamics that shape Brazilian physical education and Australian outdoor education programs.…”

Section: Framing: Problems Concepts and Contextsmentioning

confidence: 99%

Environmentalization of the physical education curriculum in Brazilian universities: culturally comparative lessons from critical outdoor education in Australia

Rodrigues

Payne

2015

Journal of Adventure Education and Outdoor Learning

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“…The questions being asked about outdoor education practice in Aotearoa New Zealand are not necessarily unique to this country (see, e.g., Brookes, 2004;Lugg, 2004); however, responses are born out of the tensions that exist between traditional ideas of outdoor education imported from the United Kingdom and North America and the local contexts of New Zealand environments, cultures and society. For us, one of the keys to understanding the cultural milieu of contemporary Aotearoa New Zealand lies in the foundational document signed between the British Crown and many Māori leaders in 1840.…”

Section: Voices Present: Questioning Assumptionsmentioning

confidence: 99%

Outdoor learning in Aotearoa New Zealand: voices past, present, and future

Cosgriff

Legge

Brown

et al. 2012

Journal of Adventure Education & Outdoor Learning

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Many of the principles and practices that have influenced outdoor education in AotearoaNew Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging 'local' voices are questioning and reframing how outdoor education is conceptualised and practiced. In large part this is due to a sense of distinctiveness borne from the bicultural foundations that underpin governance and policy-making. This paper explores how outdoor educators are developing pedagogies that acknowledge the particularities of our context, particularly the bicultural foundation of Aotearoa New Zealand. The paper highlights how social and cultural influences shape educational policy and how outdoor educators are responding, both theoretically and practically, to meet the needs of learners in an increasingly diverse society. PreambleOutdoor learning occurs in many contexts and in multiple forms in Aotearoa New Zealand. 1 This learning may occur in both formal and informal educational settings including schools and tertiary institutions, as well as through clubs and other voluntary service organisations. This article focuses on formal education settings as many of the social and cultural tensions that are currently shaping outdoor education

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Outdoor adventure in Australian outdoor education: Is it a case of roast for Christmas dinner?

Cited by 60 publications

References 14 publications

Whose place, whose history? Outdoor environmental education pedagogy as ‘reading’ the landscape

Whose place, whose history? Outdoor environmental education pedagogy as ‘reading’ the landscape

Environmentalization of the physical education curriculum in Brazilian universities: culturally comparative lessons from critical outdoor education in Australia

Outdoor learning in Aotearoa New Zealand: voices past, present, and future

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