Outdoor Environmental Education in Higher Education: International Perspectives

ISBN-13: 9783030759797 / Angielski / Twarda / 2021 / 439 str.

Glyn Thomas; Janet Dyment; Heather Prince

Spis treści

Foreword; Professor Noel Gough and Professor Annette Gough.- Introduction; Glyn Thomas, Janet Dyment and Heather Prince.-  Part 1. Theoretical foundations and philosophies.- 1.1 Experiential learning/education philosophy; Assoc. Prof. John Quay.- 1.2 Worldviews and the environment; Kathleen Pleasants and Noel Gough.- 1.3 Human-nature relationships; Dr David Clarkeand and Dr Jamie Mcphie.- 1.4 Leadership theory; Dr Heidi Smith.- 1.5 Sense of place; Assoc. Prof. Mark Leather and Jakob Thorsteinsson.- 1.6 Education for Sustainability; Prof. Jo-Anne Ferreira.- Part 2 Pedagogical approaches and issues.-  2.1 Intentional Teaching and leading; Dr Glyn Thomas.- 2.2 Beyond experiential learning cycles; Assoc. Prof. Jayson Seaman.- 2.3 Pedagogical content knowledge; Assoc. Prof. Janet Dyment.- 2.4 Place-based OEE; Dr Brian Wattchow.- 2.5 Adventure and risk in OEE; Professor Simon Beames.- 2.6 Journeying in OEE; Dr Beau Miles.- 2.7 Wild Pedagogy; Dr Marcus Morse.- 2.8 Technology in OEE; David Hills & Dr Glyn Thomas.- 2.9 Therapeutic Interventions; Dr Anita Pryor, Dr Cathryn Carpenter, Dr Nevine Harper.- Part 3 OEE as a social, cultural and environmental endeavour.- 3.1 Nature connectedness; Dr Marg Cosgriff.- 3.2 Reading the landscape; Dr Alistair Stewart.- 3.3 Indigenous education; Dr Greg Lowan-Trudeau.- 3.4 Cultural Ecology; Professor Kirsti Pedersen Gurholt.- 3.5 Post-colonial land ethics; Kathryn Riley.- 3.6 Climate Change; Dr Kate Rawles.- 3.7 Local community; Dr Allen Hill and Dr Monica Green.- 4. Advocacy.- 4.1 Social justice in OEE; Dr Mary Breunig.- 4.2 Gender equity in OEE; Dr Lisa Hunter.- 4.3 Inclusion and diversity in OEE; Professor Tom Potter and Professor TA Loeffler.- 5. Safety management.- 5.1 Fatality prevention in OEE; Assoc. Prof. Andrew Brookes.- 5.2 Fatality prevention in action; Dr Marcus Morse, Lucas Bester and Anthony Manglesdorf.- 5.3 Systems thinking; Dr Clare Dallat.- 6. Professional practice.- 6.1 How research informs reflective practice; Professor Heather Prince.- 6.2 The currency battle; Scott Polley.- 6.3 Ecologies of skill for leaders; Assoc. Prof. Phillip Mullins.- 6.4 On being a reflective practitioner; Assoc. Prof. Morton Asfeldt.- 6.5 Managing outdoor fieldwork; Brendon Munge, Dr Glyn Thomasa and Assoc. Prof. Deb Heck.-

O autorze

Glyn Thomas is the co-ordinator of the Bachelor of Recreation and Outdoor Environmental Studies program at the University of the Sunshine Coast, in Queensland, Australia. He is a co-editor of the Journal of Outdoor and Environmental Education. His research focuses on teaching and learning in outdoor environmental education.

 

Janet Dyment is the Director of the School of Education at Acadia University, in Nova Scotia Canada.  Her research and teaching focuses on teaching and learning in outdoor learning environments and has an interest in every day local sites as contexts for learning.  She sits on several editorial advisory boards and is an active reviewer for many journals.

 

Heather Prince is Professor of Outdoor and Environmental Education at the University of Cumbria, UK.  She teaches undergraduate and postgraduate courses in outdoor studies, and researches pedagogic practice.  She is Associate Editor of the Journal of Adventure Education and Outdoor Learning, Co-editor of the Routledge International Handbook of Outdoor Studies and Research Methods in Outdoor Studies, and is a Principal Fellow of the Higher Education Academy. 

Blurb

This book brings together an international group of authors to discuss the outdoor environmental education (OEE) theory and practice that educators can use to support teaching and learning in higher education. The book contents are organised around a recently established list of threshold concepts that can be used to describe the knowledge and skills that university students would develop if they complete a major in outdoor education.  

There are six key sections:  the theoretical foundations and philosophies of OEE; the pedagogical approaches and issues involved in teaching OEE; the ways in which OEE is a social, cultural and environmental endeavour; how outdoor educators can advocate for social justice; key approaches to safety management; and the need for on-going professional practice. The threshold concepts that form the premise of the book describe outdoor educators as creating opportunities for experiential learning using pedagogies that align their programme’s purpose and practice. Outdoor educators are place-responsive, and see their work as a social, cultural and environmental endeavour. They advocate for social and environmental justice, and they understand and apply safety principles and routinely engage in reflective practice. 

This book will provide clarity and direction for emerging and established outdoor educators around the world and will also be relevant to students and professionals working in related fields such as environmental education, adventure therapy, and outdoor recreation.