Developing Place-responsive Pedagogy in Outdoor Environmental Education

This book is a rhizomatic curriculum autobiography that charts the author's efforts to develop and promote Australian outdoor environmental education practices that are inclusive of, and responsive to, the places in which they are performed. Joining philosophical concepts created by Gilles Deleuze and Felix Guattari with William Pinar's autobiographical method for curriculum inquiry, the author (re)considers the interrelated concepts, contexts and complex conversations with colleagues, students and others that have shaped his approach to curriculum, pedagogy and research for fifteen years or more. Emphasising the complexity of developing curricula and pedagogies that engage, in a respectful and generative way, with the natural and cultural history of the Australian continent, the author explicates and enacts his attempts to think differently about the cultural, curricular and pedagogical understandings that inform the practices of Australian outdoor environmental educators.

Outdoor environmental education in Australia has historically been influenced by imported universalist ideas, particularly from the USA and the UK. However, during the last two decades a growing number of researchers in this field have challenged the applicability of such taken-for-granted approaches and advocated the development of curricula and pedagogies informed by the unique bio-geographical and cultural histories of the locations in which educational experiences take place. As this book demonstrates, Alistair Stewart is prominent among the vanguard of Australian outdoor environmental educators who have led such advocacy by combining practical experience with theoretical rigour.

Documents innovative approaches to outdoor environmental education Is based on an award-winning outdoor environmental education pedagogy and curriculum Addresses decolonisation and environmental sustainability by means of unique pedagogical responses

Auteur
Alistair Stewart, PhD, has worked in Outdoor and Environmental Education at La Trobe University for over two decades. During that time he has served as Head of Department and Course Coordinator, and has played an active role in the development of the pedagogy and curricula of the OEE programs. In 2014 he was recipient of a National award, 'Citation for Outstanding Contribution to Student Learning', from the Office of Learning and Teaching, Australian Federal Government, for innovative approaches to development of place-responsive pedagogy and curricula in the field of outdoor environmental education.

Texte du rabat

This book is a rhizomatic curriculum autobiography that charts the author s efforts to develop and promote Australian outdoor environmental education practices that are inclusive of, and responsive to, the places in which they are performed. Joining philosophical concepts created by Gilles Deleuze and Felix Guattari with William Pinar s autobiographical method for curriculum inquiry, the author (re)considers the interrelated concepts, contexts and complex conversations with colleagues, students and others that have shaped his approach to curriculum, pedagogy and research for fifteen years or more. Emphasising the complexity of developing curricula and pedagogies that engage, in a respectful and generative way, with the natural and cultural history of the Australian continent, the author explicates and enacts his attempts to think differently about the cultural, curricular and pedagogical understandings that inform the practices of Australian outdoor environmental educators. Outdoor environmental education in Australia has historically been influenced by imported universalist ideas, particularly from the USA and the UK. However, during the last two decades a growing number of researchers in this field have challenged the applicability of such taken-for-granted approaches and advocated the development of curricula and pedagogies informed by the unique bio-geographical and cultural histories of the locations in which educational experiences take place. As this book demonstrates, Alistair Stewart is prominent among the vanguard of Australian outdoor environmental educators who have led such advocacy by combining practical experience with theoretical rigour.

Résumé

"This book is therefore recommended for teachers of all kinds; not only those working in environmental education but anyone wanting to break free of disciplinary silos. It can be read, not just as an inspiring introduction to place-based teaching and learning, but as a route in to working with theories that are particularly valid for our contemporary predicament regardless of our teaching context." (Kay Sidebottom, Australian Journal of Environmental Education, April 11, 2024)

"I will be placing this book on the reading list of the Outdoor and Experimental Learning masters course ... . This is a great tool for researchers, students and staff alike, to think landscape and waterscape with. I'll be recommending they read it all the way through, in whichever order the chapters float to the surface. It will certainly challenge them, but I hope they will challenge the book in return, with the affirmative and empathetic critique it deserves." (Jamie Mcphie, Journal of Adventure Education and Outdoor Learning, October 9, 2020)

"This book is a must-read. It is an inspiring and thoughtful piece of work that alloutdoor environmental educators (both practitioners and researchers) should take notice of. It experiments with concepts and reflects upon Australian stories of natural and cultural history, providing an assemblage as unique as the Australian landscape itself." (Scott Jukes, Journal of Outdoor and Environmental Education, Vol. 23, 2020)

Contenu

Prologue.- Chapter 1. Working with/in Deleuzo-Guattarian ideas.- Chapter 2. Living curriculum: Currere.- Chapter 3. A rhizomatic context for Australian outdoor environmental education.- Chapter 4. Canoeing the Murray River as outdoor environmental education: A line of flight.- Chapter 5. Developing place-responsive encounters with the Murray River: Deterritorialising outdoor environmental education.- Chapter 6. Re/conceiving outdoor environmental education as riverscape pedagogy: A Murray Cod assemblage.- Chapter 7. Outdoor environmental education as reading the landscape: Rhizomatic natural~cultural history pedagogy.- Chapter 8. Imagination, Australian cultural history and outdoor environmental education: Bushwalking as time travel.- Chapter 9. Australian natural history pedagogy with/in outdoor environmental education.- Chapter 10. Developing outdoor environmental education pedagogy responsive to Australian natural history with Gregg Müller.- Chapter 11. Re/creating Australian outdoor environmental education pedagogy: Becoming-speckled warbler.- Chapter 12. Coda.- Index.