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E-grāmata: Outdoor Environmental Education in Higher Education: International Perspectives

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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.
1 Preparing Outdoor Educators to Be Transformational Teachers and Leaders
1(14)
Glyn Thomas
Janet Dyment
Heather Prince
Part I Theoretical Foundations and Philosophies
2 Philosophizing in Outdoor Environmental Education: How Might Experience Work?
15(12)
John Quay
3 Worldviews, Environments and Education
27(12)
Kathleen Pleasants
Noel Gough
4 Human-Nature Relationships: Navigating a Privileged White Landscape
39(12)
Jamie Mcphie
David A. G. Clarke
5 Developing a Sense of Place
51(10)
Mark Leather
Jakob F. Thorsteinsson
6 Leadership Theory: From Effective to Extraordinary
61(14)
Heidi Smith
Part II Pedagogical Approaches and Issues
7 Beyond Experiential Learning Cycles
75(14)
Joshua Meyer
Jayson Seaman
8 Adventure and Risk in Outdoor Environmental Education
89(12)
Mike Brown
Mark Jones
9 Place-Responsiveness in Outdoor Environmental Education
101(10)
Brian Wattchow
10 Wild Pedagogies
111(12)
Marcus Morse
Bob Jickling
Sean Blenkinsop
Phillipa Morse
11 Outdoor Therapy: Benefits, Mechanisms and Principles for Activating Health, Wellbeing, and Healing in Nature
123(12)
Anita Pryor
Nevin Harper
Cathryn Carpenter
12 Intentionality for Outdoor Educators
135(12)
Glyn Thomas
13 Digital Technology in Outdoor Education
147(14)
David Hills
Glyn Thomas
14 Journeying in Outdoor and Environmental Education
161(12)
Pete Allison
Tim Stott
15 Outdoor Education and Pedagogical Content Knowledge: More Than Class Five Rapids
173(16)
Chris North
Janet Dyment
Part III Outdoor Environmental Education as a Social, Cultural and Environmental Endeavour
16 Nature Connection
189(12)
Lizzie Freeman
Frances Harris
Chris Loynes
17 Reading Landscapes: Engaging with Places
201(14)
Alistair Stewart
Scott Jukes
Jonas Mikaels
Anthony Mangelsdorf
18 Embracing Country as Teacher in Outdoor and Environmental Education
215(10)
Karulkiyalu Country
Paul Gordon
David Spillman
19 Postcolonial Possibilities for Outdoor Environmental Education
225(10)
Kathryn Riley
20 Embracing Local Community Through Post-activity Outdoor Education
235(12)
Allen Hill
21 Social Capital: A Common Purpose
247(12)
Tony Keeble
Part IV Advocacy
22 Diversity and Inclusion in OEE
259(10)
T.A. Loetfler
23 Is Outdoor and Environmental Education `Making a Difference'? Gender and Binary Heteronormative Cisgenderism
269(14)
Lisa Hunter
24 Topographies of Hope: Social Justice, Outdoor Environmental Education, and Accomplice-ship
283(14)
Mary Breunig
Part V Safety Management
25 Fatality Prevention in OEE
297(12)
Andrew Brookes
26 Place-Based Fatality Prevention in Action
309(12)
Marcus Morse
Lucas Bester
Phillipa Morse
Anthony Mangelsdorf
27 Systems Thinking Approaches to Safety in Outdoor Education
321(16)
Tony Carden
Part VI Professional Practice
28 On Becoming a Reflective Practitioner
337(12)
Morten Asfeldt
Paul Stonehouse
29 Outdoor Environmental Education Research and Reflective Practice
349(14)
Heather Prince
30 Professionalism, Professionalisation and Professional Currency in Outdoor Environmental Education
363(12)
Scott Polley
31 Introducing Ecologies of Skill for Outdoor Leaders
375(14)
Philip M. Mullins
32 Managing Outdoor Education Fieldwork
389
Brendon Munge
Glyn Thomas
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. 
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