Outdoor Environmental Education in Higher Education: International Perspectives

Series Editors’ Foreword
Contents
About the Editors and Contributors
	Editors
	Contributors
Chapter 1: Preparing Outdoor Educators to Be Transformational Teachers and Leaders
	1.1 Theoretical Foundations and Philosophies
	1.2 Pedagogical Approaches and Issues
	1.3 Outdoor Environmental Education as a Social, Cultural and Environmental Endeavour
	1.4 Advocacy
	1.5 Safety Management
	1.6 Professional Practice
	References
Part I: Theoretical Foundations and Philosophies
	Chapter 2: Philosophizing in Outdoor Environmental Education: How Might Experience Work?
		2.1 Why Philosophize?
		2.2 Asking Why-Questions: Peeling Away Layers of Reasoning
		2.3 Questioning Program Design
		2.4 Why Is Experience Important?
		2.5 Experience as Interactions (Relationships) Between Self, Others and Environment
		2.6 Ways of Experiencing: Occupations
		2.7 Occupations and Self, Others, Environment
		2.8 The Importance of Understanding Participants’ Experiences
		References
	Chapter 3: Worldviews, Environments and Education
		3.1 Conceptualising Worldviews
		3.2 Why Consider Environmental Worldviews in OEE?
		3.3 Environmental Worldviews: Moving Beyond the Usual Suspects
		3.4 Environmental Worldviews: What Does Post-humanism Do?
		References
	Chapter 4: Human-Nature Relationships: Navigating a Privileged White Landscape
		4.1 Introduction
		4.2 Problematic Foundations of Ecological Thinking
		4.3 Ecology
		4.4 Holism
		4.5 Ecosystems
		4.6 Performative Implications for the Present
		4.7 The Rise of Fascist Ecologies
		4.8 Inequitable Landscapes
		4.9 Alternative Ecologies: Social Ecology
		4.10 Post-natural Landscapes
		References
	Chapter 5: Developing a Sense of Place
		5.1 What Is a Sense of Place?
		5.2 When Space Becomes Place
		5.3 Challenges with a sense of place
			5.3.1 Sense of Place and our Relationship with Culture
			5.3.2 Sense of Place and our Relationship with Time
			5.3.3 Sense of Place and our Relationship with Nature
		5.4 Tensions in the Profession
		5.5 The Future of a Sense of Place in a Pandemic/Post-Pandemic World
		5.6 Conclusion
		References
	Chapter 6: Leadership Theory: From Effective to Extraordinary
		6.1 Introduction
		6.2 Outdoor Leadership: Theories, Models, Competencies
		6.3 Leading with the Head, Heart, Body and Soul
		6.4 Preceding to Contemporary Leadership Theories
		6.5 Leading with the Head, Heart, Body and Soul
		6.6 Rational, Emotional, Spiritual Intelligence
		6.7 Levels of Leadership Success: Effective, Exemplary, Extraordinary
		6.8 Extraordinary Outdoor Leadership: The Key Elements
			6.8.1 Awareness of Self, Others and Environment
			6.8.2 Relationships with Self, Others and Environment
			6.8.3 Intuition: Leading from Within
			6.8.4 Spirituality: How You Are in the World
		6.9 Mapping Leadership on the Landscape: Contours of Earth Leadership
		6.10 Conclusion
		References
Part II: Pedagogical Approaches and Issues
	Chapter 7: Beyond Experiential Learning Cycles
		7.1 Progressive Education
		7.2 Progressive Origins of Experiential Education
		7.3 Constructivist Models of Experiential Education
			7.3.1 Kolb’s Model Explained
			7.3.2 Origins of Kolb’s Model
			7.3.3 Fenwick’s Categorization of Experiential Learning
		7.4 Critiques of Progressive and Experiential Education
			7.4.1 Egan’s Critique of Progressive Education
			7.4.2 A Critique of Minimal Guidance Instruction
		7.5 Discussion
		7.6 Beyond Experiential Learning Cycles
		7.7 Conclusion
		References
	Chapter 8: Adventure and Risk in Outdoor Environmental Education
		8.1 Introduction
		8.2 Adventure
		8.3 Risk
		8.4 Reframing Adventure and Risk
		8.5 Authenticity
		8.6 Agency and Responsibility
		8.7 Uncertainty
		8.8 Mastery through Challenge
		8.9 Concluding Discussion
		References
	Chapter 9: Place-Responsiveness in Outdoor Environmental Education
		9.1 Introduction: Why Places Matter
		9.2 Foundations of Place-Responsiveness
		9.3 Place-Based Education
		9.4 Place Responsiveness in OEE
		9.5 Recent Books on Place-Responsive OEE
		9.6 How Do I Develop Place-Responsive OEE Pedagogy?
		9.7 Conclusion: Learning Through, and for, Places
		References
	Chapter 10: Wild Pedagogies
		10.1 Introduction
		10.2 Wildness, Wilderness and the Self-Willed
		10.3 Education, Pedagogy and Control
		10.4 Touchstones
			10.4.1 Touchstone #1: Nature as Co-teacher
			10.4.2 Touchstone #2: Complexity, the Unknown, and Spontaneity
			10.4.3 Touchstone #3: Locating the Wild
			10.4.4 Touchstone #4: Time and Practice
			10.4.5 Touchstone #5: Socio-cultural Change
			10.4.6 Touchstone #6: Forming Alliances and Building Community
		10.5 Concluding Thoughts
		References
	Chapter 11: Outdoor Therapy: Benefits, Mechanisms and Principles for Activating Health, Wellbeing, and Healing in Nature
		11.1 Introduction
		11.2 What Is Outdoor Therapy?
		11.3 Teasing out the Differences: Contrasting Outdoor Therapies with Outdoor and Environmental Education
		11.4 Outdoor Therapies in Practice
		11.5 Activating Nature Within Outdoor Therapies
		11.6 Mechanisms, Pathways and Benefits of Human Contact with Nature
		11.7 Principles for Enhancing Health Within Programmed Outdoor Experiences
		11.8 Conclusions
		References
	Chapter 12: Intentionality for Outdoor Educators
		12.1 Introduction
		12.2 Giddens Theory of Structuration
		12.3 What It Means to Practice Intentionally
		12.4 Can an Outdoor Educator Practice Without Intentionality and Still Be Effective?
		12.5 The Perils of Uncritically Copying Another’s Practice
		12.6 Increasing Intentionality by Developing a Personal Leading/Teaching Philosophy Statement
		12.7 An Excerpt from a Personal, Outdoor Education, Philosophy Statement
			12.7.1 Experiential Education
			12.7.2 Person-Centered Education
			12.7.3 Learner-Centered Teaching
		12.8 Conclusion
		References
	Chapter 13: Digital Technology in Outdoor Education
		13.1 Introduction
			13.1.1 A Turbulent History of Technology and Outdoor Education
		13.2 Including Digital Technology in the Outdoor Education
			13.2.1 Before the Outdoor Experience
			13.2.2 Recording the Outdoor Experience
			13.2.3 Using Location Data
			13.2.4 Managing Information
			13.2.5 Communicating with Others
			13.2.6 Post-experience Reflection
		13.3 When Technology Is Excluded
			13.3.1 Student Use of Technology
			13.3.2 Outdoor Educator’s Use of Technology
		13.4 Pedagogical Consequences of Including and Excluding Technology
			13.4.1 Intended Consequences
			13.4.2 Unintended Consequences
		13.5 A Framework for Decision Making
		13.6 Pedagogical Considerations When Including or Excluding Technology
			13.6.1 Aims and Learning Outcomes
			13.6.2 The Characteristics of the Students and Outdoor Educators
			13.6.3 The Stage of the Program
			13.6.4 The Resources Available
		13.7 Emerging Applications for Future Consideration
		13.8 Conclusion and Future Directions
		References
	Chapter 14: Journeying in Outdoor and Environmental Education
		14.1 Introduction
		14.2 History and Perspectives on Journey Metaphors
		14.3 Journeys Are a Fundamental Component of Outdoor and Environmental Education
		14.4 Benefits of Journeys – Research
		14.5 Personal Growth & Development
			14.5.1 Short or Long-Term Benefits of Longer Journeys or Expeditions?
			14.5.2 But What Are the Benefits of Shorter Journeys of Duration from Perhaps an Hour to a Day?
		14.6 Challenges for Journeys?
			14.6.1 Risk: Real and Perceived
			14.6.2 Time
			14.6.3 Cost
			14.6.4 Environmental Impact
			14.6.5 Coming Home Can Be Hard
			14.6.6 Genuine Learning?
		14.7 Conclusions
		References
	Chapter 15: Outdoor Education and Pedagogical Content Knowledge: More Than Class Five Rapids
		15.1 Introductory Case Study
		15.2 Background and Context: The Broader Debates
		15.3 Pedagogical Content Knowledge (PCK)
		15.4 Outdoor Education Pedagogical Content Knowledge Framework (OEPCK)
			15.4.1 How to Use the Table
		15.5 Critiques
		15.6 Benefits of the OEPCK Framework
			15.6.1 Benefits for Outdoor Educators
			15.6.2 Benefits for Students
			15.6.3 Benefits for Those Preparing Outdoor Educators
			15.6.4 Benefits for the Status of OE
		15.7 Conclusion
		References
Part III: Outdoor Environmental Education as a Social, Cultural and Environmental Endeavour
	Chapter 16: Nature Connection
		16.1 Definitions of Nature Connection
		16.2 What and Where Is Nature?
		16.3 Why Does It Matter?
		16.4 How to Connect: Meaning Making and Pathways to Nature Connection
		16.5 Impacts of Connection
		16.6 Measuring Nature Connectedness
		16.7 Nature Connectedness and Society
		16.8 Nature Connectedness and Higher Education
		16.9 Nature Connectedness and Schools
		16.10 Summary
		References
	Chapter 17: Reading Landscapes: Engaging with Places
		17.1 Introduction
		17.2 Thinking with Landscapes
		17.3 Reading More-Than-Human Stories in the Landscape – By Scott Jukes
		17.4 Learning to Read the Land: Online Teaching in Higher Education – By Jonas Mikaels
		17.5 Team Teaching with Alpine Landscapes – By Anthony Mangelsdorf
		17.6 Preventing Death and Serious Injury from Falling Trees and Branches: Safety as Reading a Landscape – By Alistair Stewart
		17.7 Concluding Comments
		References
	Chapter 18: Embracing Country as Teacher in Outdoor and Environmental Education
		18.1 Introduction
		18.2 Country, Lore and Stories
		18.3 The 6 Ls – Country as Teacher
		18.4 Enacting Indigenous Ways of Knowing, Being and Doing in Outdoor and Environmental Education
		18.5 Conclusion
		References
	Chapter 19: Postcolonial Possibilities for Outdoor Environmental Education
		19.1 Starting from the Sand
		19.2 The Bass Strait Ecotone
			19.2.1 A Note on Mutual Affecting
			19.2.2 A Note on Mutual Becoming
		19.3 Postcolonial Ethics in the Bass Strait Ecotone
		19.4 (Re)Making Ourselves in/with/for Outdoor Environmental Education
		References
	Chapter 20: Embracing Local Community Through Post-activity Outdoor Education
		20.1 Introduction
		20.2 Conceptualising Local Community
		20.3 Decolonisation, Local Community, and Post-activity Outdoor Education
		20.4 Concluding Thoughts
		References
	Chapter 21: Social Capital: A Common Purpose
		21.1 Introduction
		21.2 Social Capital: A Brief Introduction
		21.3 Outdoor Education and Social Capital
		21.4 Case Study: Future Maker
		21.5 Conclusion
		References
Part IV: Advocacy
	Chapter 22: Diversity and Inclusion in OEE
		22.1 Introduction
		22.2 Designing Our Way Forward
		22.3 Examining Our Design Assumptions
		22.4 Designing OEE for DI
			22.4.1 Body Fit and Comfort
			22.4.2 Awareness and Understanding
			22.4.3 Cultural Appropriateness and Social Integration
			22.4.4 Personalization and Wellness
		22.5 Conclusion
		References
	Chapter 23: Is Outdoor and Environmental Education ‘Making a Difference’? Gender and Binary Heteronormative Cisgenderism
		23.1 Acknowledgements, Positioning, Awareness
		23.2 Concepts, Practices and Privilege
		23.3 The Past That Shapes Contemporary OEE
		23.4 Feminism and Gender Theory
		23.5 Challenging Gender Binaries, Normativity and Stereotypes?
		23.6 Sex/Sexuality and Queering OEE
		23.7 Conclusion
		References
	Chapter 24: Topographies of Hope: Social Justice, Outdoor Environmental Education, and Accomplice-ship
		24.1 Introduction
		24.2 Social Justice and COVID-19
		24.3 Social Justice and Outdoor Environmental Education
		24.4 Topographies of Hope
		24.5 Allyship and Accomplice-ship
		24.6 OEE Accomplice-ship and Activism
			24.6.1 Developing Individual Social Justice Literacy
			24.6.2 OEE Program and Policy Considerations
		24.7 Concluding Remarks
		References
Part V: Safety Management
	Chapter 25: Fatality Prevention in OEE
		25.1 Learning from Tragedies
		25.2 The Prevention Perspective
		25.3 Fatality Prevention Expertise
		25.4 The Three Foundations of OEE Fatality Prevention
		25.5 Developing Fatality Prevention Expertise Involves Pattern Recognition
		25.6 Learning from Patterns
		25.7 Falling Trees and Branches – A Grey Area?
		25.8 Floods in Gorges
		25.9 Fatality Prevention and the OEE Profession
		References
	Chapter 26: Place-Based Fatality Prevention in Action
		26.1 Introduction
		26.2 Determination to Enact Fatality Prevention
			26.2.1 Personal Determination
			26.2.2 Institutional Determination
		26.3 Understanding Previous Fatality Incidents
			26.3.1 Staff Engagement with Case-Based Learning
			26.3.2 Student Engagement with Case-Based Learning
		26.4 Place-Based and Environment Knowledge
			26.4.1 Reconnaissance Trips
			26.4.2 Implications for Programme Design
			26.4.3 Consideration of Weather and Environment Knowledge
		26.5 Conclusion
		References
	Chapter 27: Systems Thinking Approaches to Safety in Outdoor Education
		27.1 Introduction
			27.1.1 What Is Systems Thinking?
			27.1.2 How Is Systems Thinking Different from Other, Earlier Paradigms?
		27.2 Background
			27.2.1 Systems Thinking in Safety Science
			27.2.2 How Is Systems Thinking Relevant to Outdoor Education?
			27.2.3 Safety in Outdoor Education – History of Approaches
			27.2.4 Risk Vs Benefit: What’s an Acceptable Level of Safety in Outdoor Education?
			27.2.5 The Law Doesn’t Care About Benefit
			27.2.6 Constraints and Affordances
				27.2.6.1 The Ineffectiveness and Injustice of Over-Reliance on Frontline Workers for Safety
		27.3 Systems Thinking in Outdoor Education Safety
			27.3.1 UPLOADS
			27.3.2 NetHarms
			27.3.3 Regulatory System Design
			27.3.4 Program Design
		27.4 Discussion
		27.5 Conclusion
		References
Part VI: Professional Practice
	Chapter 28: On Becoming a Reflective Practitioner
		28.1 Introduction
		28.2 What Is Reflective Practice?
		28.3 Why Become a Reflective Practitioner?
		28.4 Challenges and Strategies to Becoming a Reflective Practitioner
			28.4.1 Seek Clarity and Understanding Regarding Reflective Practice
			28.4.2 Be Attentive to Organizational Culture
			28.4.3 Work with (or as) Coaches, Mentors and Co-teachers
			28.4.4 Accept That Becoming a Reflective Practitioner Is a Learned Skill
			28.4.5 Commit to the Craft of Reflective Practice
			28.4.6 Devote Regular Time
			28.4.7 Be Alert to Selective Inattention
			28.4.8 Seek Challenging and Novel Experiences
			28.4.9 Find Your Preferred Forms of Reflection
		28.5 “Model” Methods for Becoming a Reflective Practitioner
		28.6 Reflective Practice in Action
		28.7 Summary
		References
	Chapter 29: Outdoor Environmental Education Research and Reflective Practice
		29.1 The Importance of Research in Outdoor Practice
		29.2 Reflective Practice, Reflection, Reflexivity: What’s the Difference?
		29.3 Research Informing Reflective Practice
			29.3.1 Large-Scale Research Studies
			29.3.2 Small-Scale Research Studies
			29.3.3 Indicators of Research Quality
		29.4 Conclusion
		References
	Chapter 30: Professionalism, Professionalisation and Professional Currency in Outdoor Environmental Education
		30.1 Professionalism and Professionalisation in Outdoor and Environmental Education
		30.2 What’s Happening with Professionalism and Currency in Outdoor Environmental Education in the Rest of the World?
		30.3 What Is the Professional Currency Situation in Australia Today?
		30.4 What Are Other Professions Doing About Professional Currency?
		30.5 Future Directions
		References
	Chapter 31: Introducing Ecologies of Skill for Outdoor Leaders
		31.1 Reconciling Mobilities, Place, and Knowing
		31.2 Questioning and Re-conceptualizing Skill
		31.3 Ingold and Inhabitation
		31.4 Outdoor Educating
			31.4.1 Fieldwork
			31.4.2 Story and Language Expressing Relationships
			31.4.3 Structuring Senses of Movement and Place
			31.4.4 Diversity in Choreography and Practice
		31.5 (Re)structuring
		31.6 Conclusion
		References
	Chapter 32: Managing Outdoor Education Fieldwork
		32.1 Introduction
		32.2 The Role and Purpose of Outdoor Fieldwork
		32.3 The Challenge of Outdoor Fieldwork in Organisations
		32.4 Challenging the Traditions of Outdoor Fieldwork
		32.5 The Messiness of Outdoor Fieldwork
		32.6 Personal Challenges of Outdoor Fieldwork for Outdoor Educators
		32.7 Conclusion
		References