Developing Place-responsive Pedagogy in Outdoor Environmental Education: A Rhizomatic Curriculum Autobiography (International Explorations in Outdoor and Environmental Education)

Developing Place-responsive Pedagogy in Outdoor Environmental Education
	Series Editors’ Foreword
	References
	Acknowledgments
	Contents
	About the Author
	List of Figures
	List of Table
	Chapter 1: Prologue
		1.1 Opening Words
		1.2 Commencing a Rhizome
		1.3 A Note to the Reader
		1.4 Navigating This Text
		1.5 Why This Project?
		1.6 Rhizocurrere
		1.7 Working (with/in) the Ruins: Philosophical~Methodological Dis/position(s)
		1.8 Rhizomatic Segues – Book Overview
		References
	Chapter 2: Working with/in Deleuzo-Guattarian Ideas
		2.1 Opening the Plateau
		2.2 Rhizome
		2.3 Plateaus
		2.4 Deterritorialisation and Line(s) of Flight
		2.5 Becoming
		2.6 Deleuzo-Guattarian Ideas and Education
		References
	Chapter 3: Living Curriculum: Currere
		3.1 Opening the Plateau
		3.2 Curriculum as Currere: A Partial History
		3.3 Currere: A Method
		3.4 Currere in a Postmodern Era
		References
	Chapter 4: A Rhizomatic Context for Australian Outdoor Environmental Education
		4.1 Opening the Plateau
		4.2 Australia IS Different – The Bio-Physical Nature of this Place
		4.3 Rhizomatic Offshoot – Unnaming of Nature
		4.4 On Borrowed Time– On the Declining Ecological Health of Some Australian Environments
		4.5 Thinking Differently about Australian Natural~Cultural History
		4.6 Rejection of Universalist Approaches to Outdoor Environmental Education
		4.7 Rhizomatic Offshoot – Safety as Place Education
		4.8 Pausing the Plateau
		References
	Chapter 5: Canoeing the Murray River as Outdoor Environmental Education: A Line of Flight
		5.1 Opening the Plateau
		5.2 The Murray River: A Place for Education
			5.2.1 Experience One: Seeking Wilderness on the Murray
			5.2.2 Experience Two: The Murray River – A Peopled Landscape
		5.3 Rhizomatic Offshoot – The Old and the New River?
		5.4 Contrasting Realities: Transforming the River
		5.5 The River Experience as Environmental Education: Why Ontological and Epistemological Dimensions Matter
		5.6 Pausing the Plateau
		References
	Chapter 6: Developing Place-responsive Encounters with the Murray River: Deterritorialising Outdoor Environmental Education
		6.1 Opening the Plateau
		6.2 The Murray River: A Place in Need of Education
		6.3 Conceptualising ‘Nature’ – Understanding the Murray
		6.4 Rhizomatic Offshoot – Whose Country?
		6.5 Building Connections with the Murray
		6.6 Giving Voice to the River: Personal Experiences Placed in a Cultural Context
		6.7 Pausing the Plateau
		References
	Chapter 7: Re/Conceiving Outdoor Environmental Education as Riverscape Pedagogy: A Murray Cod Assemblage
		7.1 Lock(ed) 7
		7.2 Thinking with Assemblage – The “Concept as Method”
		7.3 Riverscape Pedagogy – Thinking with/in/through a Murray Cod Assemblage
		7.4 Learning with and from Indigenous People
		7.5 Learning with/in/through Animals
		7.6 Water Politics on and of the River
		7.7 Rhizomatic Offshoot – A Day at the Beach
		7.8 Philosophical and Educational Dis/Positions Informed by the Murray Riverscape
		7.9 Coda
		7.10 Handrails for Thinking with/in/through Assemblage as Pedagogy
		References
	Chapter 8: Outdoor Environmental Education as Reading the Landscape: Rhizomatic Natural~Cultural History Pedagogy
		8.1 Opening the Plateau
		8.2 Meaning Making: Outdoor Experience as Text
		8.3 The (Re)Creation of Australia – A Short History
		8.4 Stories for the Landscape – Where Might We Find Meaning?
		8.5 Stories in the Landscape – Stories from Practice
		8.6 Rhizomatic Offshoot – The Death of Giants
			8.6.1 Of “Oven Roads” and “Practical Forgetfulness” – A Journey Down the Murray River
		8.7 Pausing the Plateau
		References
	Chapter 9: Imagination, Australian Cultural History and Outdoor Environmental Education: Bushwalking as Time Travel
		9.1 Opening the Plateau
		9.2 Bushwalking, Imagination and Cultural History in Australia
		9.3 Imagination and Education
		9.4 Imagination and European Settlement of Australia
			9.4.1 Walking Back in Time – Imagination Within OEE
			9.4.2 Reading the Landscape as a Series of Historical Layers
			9.4.3 Contemplating the Lives of Those Who Lived in the Past
			9.4.4 Use of Historical Records
		9.5 Rhizomatic Offshoot – Becoming Tuan
		9.6 Imagining the Past – A Path to Understanding Present Land Use
		9.7 On the Importance of Cultural History as a Safety Consideration
		9.8 Re/sourcing Teaching and Learning
		9.9 Pausing the Plateau
		References
	Chapter 10: Australian Natural History Pedagogy with/in Outdoor Environmental Education
		10.1 Opening the Plateau
		10.2 Shifting Ground – Definitions and Meanings
		10.3 The Naturalist and Natural History in Australia
		10.4 Natural History in Australian Environmental Education
		10.5 Discussions of a Pedagogy of Natural History in Other Forums
		10.6 Seeing the Trees and the Forest: Toward a Pedagogy of Australian Natural History
		10.7 Rhizomatic Offshoot – Living with and Through Birds
		10.8 Pausing the Plateau
		References
	Chapter 11: Developing Outdoor Environmental Education Pedagogy Responsive to Australian Natural History with Gregg Müller
		11.1 Acknowledgement
		11.2 Opening the Plateau
		11.3 Natural History and Naturalist – Short Discussion of Definitions
		11.4 Context for a Pedagogy for Australian Natural History
		11.5 Ways of Knowing, Seeing and Reading the Natural World
		11.6 Rhizomatic Offshoot – Educational Response to Species Extinction?
		11.7 A Pedagogy for Australian Natural History – An Example of Practice
			11.7.1 How and What Do Australians Learn About the Continent’s Natural History?
			11.7.2 How Might Outdoor Environmental Education Experiences Be Structured to Improve Understanding of the Ecological and Species Diverse Landscapes of Australia?
			11.7.3 How Might Such Experiences and Knowledge Assist in Developing Understandings of Relationships with the Land and Conservation Issues?
		11.8 Pausing the Plateau
		References
	Chapter 12: Re/Creating Australian Outdoor Environmental Education Pedagogy: Becoming-Speckled Warbler
		12.1 Opening the Plateau
		12.2 Seeking Speckled Warblers
		12.3 Cultural Mis/Understandings of New-Old Landscapes
		12.4 New Ideas for Old Landscapes
		12.5 Learning from the Birds
		12.6 Becoming-Speckled Warbler: The Present Is Also the Past and the Future
		12.7 Rhizomatic Offshoot – Echidnas
		12.8 Pausing the Plateau
		References
	Chapter 13: Coda
		References
	Index