Outdoor Education

‘Making the most of the weather’: Analysing attempts to support outdoor learning in Scottish schools.

by Pete Allison

Thorburn, M. & Allison, P. (2012). Analysing attempts to support outdoor learning in Scottish schools, Journal of Curriculum Studies, 1-23. DOI:10.1080/00220272.2012.689863

The new ‘Curriculum for Excellence’ in Scotland outlines a policy vision of a more integrated and holistic form of... more The new ‘Curriculum for Excellence’ in Scotland outlines a policy vision of a more integrated and holistic form of education; a commitment which offers considerable prospects for increased levels of outdoor learning in schools (Learning and Teaching Scotland, 2010). With reference to Fullan’s theorizing on achieving educational change, we investigated four main implementation areas, namely: policy aims, partnerships arrangements and associated professionalism and sustainability issues. We collected evidence through a series of sixteen semi-structured interviews with key stakeholders at national, local authority and school level. Despite increased agreement on aims, we found that improving the frequency and quality of outdoor learning in schools was adversely influenced by the patchwork nature of partnership support at national and local authority levels. This has curtailed the prioritizing of outdoor learning in schools and of teachers being supported when trying to make use of their increased curriculum decision-making responsibilities. Thus, we found only limited evidence of policy-related innovation and considerable evidence of policy stasis. As such, building national capacity is proving difficult. We conclude that further research on how some atypical schools have managed to develop their programmes offers the best prospects for understanding the complexities of achieving greater levels of outdoor learning.

Foreword to Curriculum Studies Gone Wild: Bioregional Education and the Scholarship of Sustainability by Nathan Hensley (2011)

by Richard Kahn

Nature and Self an Ambivalent Attachment?

by Martin Jordan

This article explores how our attachment to nature is formed in
our early love relationships and draws on ideas... more This article explores how our attachment to nature is formed in
our early love relationships and draws on ideas from psychodynamic theory and contemporary research in developmental psychology to explore the development of the self, the importance of attachment, how “splits” have formed between self and nature as a protection against vulnerability, and potential ways forward indealing with this. The article argues that at the heart of our current ecological crisis are fundamental problems of dependency and vulnerability, resulting for many in an ambivalent attachment tonature. Understanding the complex ways in which humans react to intimacy as a result of early attachment is central to the project of ecopsychology and the ways in which people can help understandand shift the nature of their relationships, both to the planet and with each other. The article concludes by looking at evidence for a securely attached “ecological self”

Balancing more than backpacks: Communitarian ideas applied to educational expeditions

by Jerry Isaak

White privilege and experiential education: A critical reflection

by Jeff Rose

Rose & Paisley (2012)

Through narrative and critique, this critical analysis addresses the role and reification of privilege in the... more Through narrative and critique, this critical analysis addresses the role and reification of privilege in the pedagogical processes of experiential education. Using whiteness as a critical and theoretical lens, we argue experiential education is a privileged pedagogy, aimed at maintaining the status quo and reproducing dominant power relations between racialized social groups. Participants, instructors, spaces, and activities often reflect the
embeddedwhiteness of experiential education.We critically examine the use of challenge in experiential education and offer a language of possibility for future trajectories for experiential education which facilitates more just and equitable teaching and learning processes.

Self-Esteem and Successful Interaction As Part of the Forest School Project

by Nick Swarbrick

Nostalgia and Comfort in depictions of the Outdoors

by Nick Swarbrick

Draft only

A brief overview of possible relationships between English landscape painting and children's book illustration, using... more A brief overview of possible relationships between English landscape painting and children's book illustration, using Janet and Allan Ahlberg's three interrelated works Each Peach Pear Plum, The Jolly Postman and Jeremiah in the Dark Woods.

Allison, P. (2000). Authenticity and outdoor education. In P. Barnes (Ed.), Values and outdoor learning (pp. 43–49). Penrith: AfOL.

by Pete Allison

Sustainability in Outdoor Education: Rethinking Root Metaphors

by Jeff Rose

Cachelin, A., Rose, J., Dustin, D., & Shooter, W.

Recognizing that behavior comes not only from understanding, but also from attitudes cultivated in outdoor settings... more Recognizing that behavior comes not only from understanding, but also from attitudes cultivated in outdoor settings that elicit visceral feelings toward nature, outdoor educators have
unique opportunities to make sustainability comprehensive, accessible, and relevant. Yet the principal metaphor underlying outdoor education in general, and the Leave No Trace (LNT)
program in particular, may be counterproductive to fostering environmentally and socially responsible behavior. We attribute this possibility to the prevailing "humans as apart from
nature" metaphor underpinning LNT and recommend it be replaced by a "humans as a part of nature" metaphor grounded in heightened ecological understanding. We contrast the tenets of LNT with those of As Sustainable As Possible and Conscious Impact Living, and with the work of ecologists and critical educators to illustrate the practical implications of our point of view. We conclude by suggesting that outdoor educators are well-suited to lead the proposed linguistic, metaphorical, and pedagogical shifts towards better encompass humankind‘s relationships in the natural world. In so doing, we hope to encourage dialogue about the unique opportunities outdoor educators have to shape an ecologically literate citizenry prepared to make environmentally responsible choices in all dimensions of their lives.

Potential for excellence: Interdisciplinary learning outdoors as a moral enterprise

by Pete Allison

Allison, P., Carr, D. & Meldrum, G. (2012). Potential for excellence: Interdisciplinary learning outdoors as a moral enterprise. The Curriculum Journal, 23(1), 43-58. Doi .org/10.1080/09585176.2012.650469

Delivery and evaluation of the 'Ride.Life' mountainboarding program for rural adolescent males

by Candice Boyd

The present study provided rural adolescent males who might otherwise not seek professional psychological help with an... more The present study provided rural adolescent males who might otherwise not seek professional psychological help with an innovative program, based on physical activity, which linked them into a wider sporting community.  The aim of the present study was to evaluate the effectiveness of the program in bringing about improvements in various areas of participants’ mental health.  Participants were ten males ranging in age from 15 to 18 years residing in and around the Ballarat area.  They were recruited in consultation with the coordinator of the YouthTracks @ TAFE program at the University of Ballarat and were identified as being at-risk of developing mental health problems. Participants completed measures of anxiety, depression, stress, sense of coherence, sense of belonging and subjective quality of life prior to their participation in a one-day mountain boarding program.  They completed the same measures one month after the program day.  Results suggested that participation in the program contributed to statistically significant improvements in some aspects of the participants’ mental health. Furthermore, participants reported an enjoyment of mountain boarding and described the difference the program has made to their lives. Qualitative evaluation revealed that some participants’ had initiated contact to others within the wider mountain boarding community. Findings of this study provide preliminary support for the mental health and social gains potentially obtained when rural youth are engaged in an innovative and enjoyable physical activity program.

Allison, P., Davis-Berman, J., & Berman, D. (2011). Changes in latitude, changes in attitude: Analysis of the effects of reverse culture shock - a study of students returning from youth expeditions. Leisure Studies, 30(4), 1-17. Doi.org/10.1080/02614367.2011.619011

by Pete Allison

The Design of Children's Outdoor Activities: Sustainability and Early Learning Experiences

by Dr Fiona Karen Wood

8th European Academy of Design Conference - 1st, 2nd & 3rd April 2009, the Robert Gordon University, Aberdeen, Scotland

There is little doubt that the objects and daily patterns of children’s play are changing, often to the detriment of... more There is little doubt that the objects and daily patterns of children’s play are changing, often to the detriment of outdoor activities. This occurs at a time when we need more understanding and appreciation of the natural world in order to live sustainably. It is now widely acknowledged that outdoor education contributes significantly to children’s physical and mental health as well as enabling them to develop as successful learners, confident individuals, responsible citizens and effective contributors to society whilst also enhancing environmental awareness (Scottish Executive, 2004).
This research project is at the interface of children’s play, learning, nature and sustainability. It is one of a portfolio of design research projects (MPhil and PhD) being conducted by The Centre for the Study of Natural Design at the University of Dundee and Scottish Outdoor Education Centres (SOEC). This paper describes ‘a day in a life’ of children at one site operated by SOEC with a view to understanding the relationships and patterns of child’s play. Based on early findings, the authors reflect on what needs to be done next before moving towards designing and developing a range of outdoor learning activities. The paper concludes with a discussion on the choice of research methods which might prove useful in exploring these active situations in a more holistic manner.

Keywords:  play, sustainability, activities, children, outdoor education, design

Resurrecting the Dead: The Case of the Sappy Sodgers

by Dr Fiona Karen Wood

This paper describes an outdoor game played by children aged 6 - 12 years in urban areas of Scotland in the 1950s. It... more This paper describes an outdoor game played by children aged 6 - 12 years in urban areas of Scotland in the 1950s. It also describes some of the unfortunate conditions experienced by modern children in childhood despite the major technical and societal advantages in the last 60 years. The paper goes on to suggest some benefits of resurrecting the original game and it describes a possible re-fashioning of the game with a modern aspect. It concludes with some reservations and invitations to take the matter further.

Key words: Children, games, play, learning, outdoors.

An Analysis of Children's Outdoor Activities and their Relationship to Play and Learning for Sustainability

by Dr Fiona Karen Wood

International conference 'Designing for Children' with focus on 'Play + Learn'. The Industrial Design Centre, Indian Institute of Technology, Bombay, Mumbai. 2010

Abstract: This paper describes a small experiment conducted in collaboration with Scottish Outdoor Education Centres... more Abstract: This paper describes a small experiment conducted in collaboration with Scottish Outdoor Education Centres (SOEC) at one of their Centres to clarify the predisposition of children using the Centre for Outdoor or Indoor play environments. The experiment involved two different schools, A and B, using the Centre at the same time (June 2009). A total of 54 children, aged 11-12 years, were surveyed at the beginning and end of a 5 day residential course. The method of Discrete Choice Experiments (DCE) was used to establish the children’s choice of Outdoor or Indoor environments. The method is described and the data analysed for individual schools and also aggregated. The following preliminary conclusions are drawn. Children already have a predisposition for outdoor play and this is enhanced slightly over a 5 day residential course. However, it would seem that the effect does not persist on return to their normal school environment. The paper concludes with a brief discussion for extending this work.

Key words: Play, Learning, Sustainability, Design, Nature, Outdoor Activities.

Outdoor Education: Play and Learning for Sustainability

by Dr Fiona Karen Wood

Winston Churchill Memorial Trust - Fellowship to Australia July-September 2010

The fellowship awarded by the Winston Churchill Memorial Trust (WCMT) allowed Fiona to visit schools and Outdoor... more The fellowship awarded by the Winston Churchill Memorial Trust (WCMT) allowed Fiona to visit schools and Outdoor Education Centres in Western Australia, New South Wales and Victoria, observing their activities and methods so that upon her return these could be applied to the field of Outdoor Education in the UK.
This opportunity will enable Fiona to act as a conduit between Australia and the UK, allowing me to provide Scottish Outdoor Education Centres (SOEC) with a collection of evaluated designs and recommendations for outdoor activities, to the benefit of Scottish children (age 7-12 yrs).
The findings during this fellowship, whilst detailed in this report, will also be referred to in Fiona's thesis, publications and exhibitions in the areas of academic and professional design. This will allow this knowledge to become available at an international level, whilst putting further emphasis on the UK involvement in the move to utilize outdoor education as a tool for developing future sustainable societies. This in turn will allow the knowledge of Australian Outdoor Education providers to be filtered throughout outdoor education organisations for the benefit of young Scottish children.

Allison, P. & Von Wald, K. (2010). Exploring values in the wilderness: PSD on educational expeditions. Pastoral Care in Education, 28(3), 219-232. doi:10.1080/02643944.2010.504222

by Pete Allison

McCulloch, K., McLaughlin, P., Allison, P., Edwards, V. & Tett, L. (2010). Sail training as education: More than mere adventure. Oxford Review of Education 1-16.

by Pete Allison

Thorburn, M. & Allison, P. (2010). Are we ready to go outdoors now? The prospects for outdoor education during a period of curriculum renewal in Scotland. Curriculum Journal, 21(1) 97-108.

by Pete Allison

Thomas, G., Potter, T. & Allison, P. (2009). A tale of three journals: An investigation of the development and futures of AJOE, JAEOL and JEE. Australian Journal of Outdoor Education, 13(1), 16-29.

by Pete Allison