What's the story? Outdoor education in New Zealand in the 21st century (original) (raw)
Related papers
The nature and scope of outdoor education in New Zealand schools
This paper reports on a study conducted in 2002 and 2003 investigating the nature and scope of outdoor education in New Zealand primary and secondary schools. The aim of the study was to gather data on teachers' practices in outdoor education in New Zealand, the beliefs and values that shape those practices, some of the barriers teachers faced teaching in the outdoors and resources that they felt would support them in their teaching. Findings suggest that teachers use the outdoors to support teaching across the whole curriculum but the types of activities undertaken and the reasons for using the outdoors to enhance learning varied across the primary and secondary sectors. The learning outcomes that respondents considered most important were primarily around personal and social development. The study highlights that there is considerable ambiguity in terminology and understanding around teaching and learning in the outdoors that merits further investigation.
This research examines teaching outdoor education in two rural primary schools in Aotearoa New Zealand. The aim was to give ‘voice’ to how outdoor education is taught, programmed and understood. Underpinning the research was the question: What factors enable/constrain teachers’ ability to implement outdoor education? The findings suggest: confusion about outdoor education terminology and the educative purpose of school ‘camps’; schools ‘do what they have always done’ particulary when decisions about outdoor education contexts are dominated by senior management; financial restrictions; and teachers feeling ill prepared in terms of safety managment because of their limited pre and post service teacher education. This research highlights that what to teach, how to teach, and where to teach outdoor education needs more consideration and attention for teachers to be better informed about safe outdoor practices and quality pedagogy in, for and about the outdoors.
2011
We live in a world characterised by significant environmental degradation issues, increasing social inequality, and economic uncertainty. These pressing issues compel an active response from all sectors of our society to work towards a more sustainable future. The role that education, and more specifically outdoor education, has in this response is an important one. This thesis, therefore, explores how school-based outdoor learning experiences can more effectively educate for a sustainable future. Guided by an eco-justice and sustainability theoretical framework this critical qualitative research engaged eight teachers in ethnographic and participatory action research which attempted to challenge the status quo and re-envision sustainable outdoor education pedagogies in Aotearoa New Zealand. This research revealed concepts of outdoor education to be contested and influenced by deep cultural assumptions such as anthropocentrism, individualism, and consumerism. The transformative intent of this project stimulated pedagogical change for teachers which included: increasing understandings of sustainability, adopting more sustainable approaches to resource use and programming, and developing innovative teaching and learning strategies. Attempts to re-envision outdoor education through sustainability included initiatives such as: focusing on connection to place, utilising cross-curricular approaches to learning and assessment, and developing underlying programme philosophies with a sustainability focus. However, there remains tension surrounding conceptual disparities in teachers' understandings of sustainability and silences on social justice issues within their thinking and practices. This research also revealed the limitations of current outdoor education practices, even those with a sustainability focus, to influence students' attitudes and behaviours towards sustainable action. Enhancing students' ability to love and care for local and degraded environments, as well as the distant and 'pristine' environments where outdoor learning experiences often occur, is a further challenge for sustainable outdoor education pedagogies.
The nature and scope of outdoor education in Western Australian secondary schools
2017
Outdoor Education (OE) is an important learning area taught in many Western Australian (WA) schools. However, very little is known about its nature and scope, and how its delivery may differ between school sectors. Given the valuable contribution of OE to the holistic development of children and adolescents, it appears to be an under-resourced and undervalued learning area. The primary aim of this study was to gather data regarding where and how OE was being taught in secondary schools in WA and to compare the findings to similar studies undertaken in Victoria, South Australia (SA), New Zealand and Singapore. This research used survey methodology and proceeded in three phases. In Phase 1, the main survey tool was developed by piloting the tool with nine secondary school OE teachers, with three from each school sector (Government, Catholic and Independent). The final version of the survey comprised 114 questions, with the opportunity for open-ended qualitative responses in some areas...
Outdoor adventure in Australian outdoor education: Is it a case of roast for Christmas dinner?
Journal of Outdoor and Environmental Education, 2004
Outdoor adventure activities, typically originating from other countries, form the basis of most Australian outdoor education programs. Research on adventure-based outdoor education in Australia and elsewhere has tended to focus on determining the benefits of participating in such programs. Less attention has been paid to a critical examination of the educational rationale for the use of adventure activities in outdoor education contexts. This paper draws on contemporary outdoor education literature, particularly socially and culturally critical perspectives, to highlight educational issues and questions about the nature and role of adventure activities in outdoor education. It draws particular attention to issues related to social justice and environmental education objectives and suggests a need for further scrutiny of the congruence between theory and practice.
A cultural and comparative perspective on outdoor education in New Zealand andfriluftslivin Denmark
Journal of Adventure Education & Outdoor Learning, 2012
The paper is based on a comparative and qualitative case study of friluftsliv in Denmark and outdoor education in New Zealand. Cultural analysis with a comparative cultural perspective informed the research approach. Configurational analysis was used as an important supplement to focus on cultural patterns linked to bodily movement. It is argued that outdoor education in New Zealand is focused on action, risk and challenge, with personal development as the central pedagogical goal. There seems to be a general search for effectiveness and a special relationship to land and nature with both functionalism and personal relationships linked to identity. Outdoor education in New Zealand can generally be understood as a reproduction of political ideas and values in western liberal societies. Friluftsliv in Denmark exhibits complexity of forms and settings within outdoor education, with simple life in nature and adventure being two dominant trends. The study identifies differences as well as similarities between the cultural expressions of friluftsliv and outdoor education in New Zealand and discusses the results using theories of late modernity.
Journal of Adventure Education & Outdoor Learning, 2012
The paper is based on a comparative and qualitative case study of friluftsliv in Denmark and outdoor education in New Zealand. Cultural analysis with a comparative cultural perspective informed the research approach. Configurational analysis was used as an important supplement to focus on cultural patterns linked to bodily movement. It is argued that outdoor education in New Zealand is focused on action, risk and challenge, with personal development as the central pedagogical goal. There seems to be a general search for effectiveness and a special relationship to land and nature with both functionalism and personal relationships linked to identity. Outdoor education in New Zealand can generally be understood as a reproduction of political ideas and values in western liberal societies. Friluftsliv in Denmark exhibits complexity of forms and settings within outdoor education, with simple life in nature and adventure being two dominant trends. The study identifies differences as well as similarities between the cultural expressions of friluftsliv and outdoor education in New Zealand and discusses the results using theories of late modernity.
Outdoor education has a long and well documented history in Great Britain which is regularly linked to Hahn, Gordonstoun School, and the Outward Bound movement. A kayaking tragedy in 1993 resulted in the introduction of new legislation through Parliament. This has led to major changes in outdoor education in Great Britain and extensive debates, which are only partially documented. This paper outlines some of these changes and offers readers references that direct them to more detailed information. In addition, some of the resulting trends and debates that have emerged in the aftermath of the tragedy are provided. The paper concludes by considering some implications for outdoor education as a profession and argues that outdoor educators in Great Britain ought to consider the value of becoming a profession before striving to become one. Finally, some suggestions are made as to why these reflections on' turbulent times' might be relevant to the field of outdoor education in Australia and other countries.
Outdoor learning in Aotearoa New Zealand: voices past, present, and future
Journal of Adventure …, 2012
Many of the principles and practices that have influenced outdoor education in Aotearoa New 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.
Current Trends and Tensions in Outdoor Education
2018
This article explores some of the benefits of outdoor education and examines some of the historical approaches taken to outdoor education, with an emphasis on current trends in the field. Specifically, fostering environmental stewardship through connections to the outdoors, incorporating Indigenous perspectives into practice, and place-based education are discussed. Natural links between these trends are explored, and areas of possible tension between these approaches are examined. The value of outdoor education lies in the multitude of benefits it provides to those who participate. Outdoor education has historically been adventure-based education, with a focus on individual health and personal growth through camping and survival skills. However, recent trends in outdoor education are shifting the focus away from individual health and wellness goals to fostering environmental stewardship through connections to the outdoors. Another current trend is incorporating Indigenous perspecti...