The methodology wars and outdoor and environmental education: Feminism, positivism, and causation

Abstract

How causation is approached has, for some time now, been a central debate within the archives of educational research. Despite rich discussion in broader literature, the influence of what has been described as the ‘methodology wars’ has rarely featured within the field(s) of outdoor and environmental education (OEE). This paper explores causation in this context, employing a feminist paradigmatic approach to investigate the role of causation in OEE research. A positivist approach is also considered in parallel, asking whether and how research in OEE navigates causation, and the potential influences of this upon competing audiences (e.g., policy makers and funders). Drawing on a conceptual causal pluralist approach to causation within the feminist paradigm, four key touchstones are presented that stand ready to facilitate inclusive, equitable, and reflexive research for OEE post-pandemic. The paper reflects on the general position of OEE presently, and responds to increasing sociocultural complexity as it is lived and felt within the profession and beyond.

A small-scale evaluation of instructional approaches and perspectives on the benefits of adventurous education for young people

“…One distinct limitation of this process was that five of the participants recruited were male. The data and findings within this study should be engaged with by the reader with this in mind alongside what Reed (2022b) described in terms of how research design may marginalise voices in OAA research.…”