A Pedagogy of Place offers an alternative vision for outdoor education practice. This timely book calls into question some of the underlying assumptions and ‘truths’ about outdoor education, putting forward alternatives to current practice that are responsive to local conditions and cultural traditions. In this renewal of outdoor education philosophy and practice, the emphasis is upon responding to, and empathising with, the outdoors as particular places, rich in local meaning and significance. Current outdoor education theory and practice is influenced by cultural ideas about risk and adventure, and by psychological theories of personal and social development. However, in recent decades the professional discourse of outdoor education has made a noticeable shift to include education for the ‘environment’ and ‘nature’. This has resulted in a mismatch between theory and practice: traditional notions of proving oneself ‘against’ the challenges of the outdoors are antithetical to the development of an empathetic relationship with outdoor places, which growing concern with today’s environment demands. This book is the first of its kind to articulate a renewal of philosophy and practice for outdoor education that is in keeping with the educational needs of today’s young people as they grapple with considerable social and ecological changes in a rapidly changing world. The authors draw extensively on international, national and local literature and provide compelling case studies drawn from the Australian and New Zealand contexts.
Professional learning and teacher collaboration is an important theme throughout the book, and the editors discuss how teachers could adapt the learning activities and teaching strategies found in the book in order to create their own place ...
The book will provide a useful text for teachers and teacher eductors wishing to address questions of place and sustainability in educational research and practice.
The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.
Literacy, Place, and Pedagogies of Possibility is informed by critical literacy, place-conscious pedagogy and spatial theory is richly illustrated with examples from classroom research, including teacher and student artifacts provides new ...
This edited volume includes contributions on education within a world of challenges by authors with diverse experiences and perspectives.
... challenges entrenched ways of learning and refocuses on the passions and agency of the learner. ̄ ¦Mike Boyes, MNZM, Associate Professor of Outdoor Education, University of Otago, New Zealand ...
This edited volume draws together educators and scholars to engage with the difficulties and benefits of teaching place-based education in a distinctive culture-laden area in North America: the United States South.
Set around three interlinked themes – school buildings, school spaces and school cultures – this book argues that education is mediated or framed by the spaces in which it takes place, and that those spaces are in turn influenced by ...
Focusing on the realms in- and outside the academy (the places and persons involved in post-secondary education) and the multiple forms and functions of pedagogy (practices of learning and instruction), the contributions in this volume ...
This book displays the striking creativity and profound insight that characterized Freire's work to the very end of his life-an uplifting and provocative exploration not only for educators, but also for all that learn and live.