Programme and abstracts - GIH

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Abstracts, Friday June 7 th , 10.00-11.00, Oral paper presentationsTitle:Learning within Places through Intergenerational Encounter: signposts for an intergenerationalplace-responsive outdoor educationAuthor/s:Greg Mannion, School of Education, University of Stirling, Scotland and Joyce Gilbert, RoyalScottish Geographical Society, Perth, ScotlandAbstract:In this presentation we explore some practice examples from two innovative school-linkedoutdoor learning projects: Journeys in Nature and Stories in the Land. Journeys in Nature wasbased on an intergenerational approach to travelling within local natural settings. Stories in theLand (ongoing) extends that work, supporting schools and locals in employing old cattledroving roads as the settings for experimental intergenerational walking and story making.Findings suggest that outdoor experiential curriculum based on explorations in local naturalplaces can afford place-responsive, reciprocal forms of learning across the generations(Mannion 2012). Video and audio transcripts are analysed to show how learning occurred aspart of intergenerational encounters within places. Theoretically, we argue that learninghappens through creating and taking new pathways of movement that reshape the relationsamong teachers, learners, generations, and places. Further, we will show that placeresponsive(Mannion et al 2012) pedagogies can have critical purchase on the creation ofmore inclusive, sustainable ways of life because they demand in learners responses to eachother, and to changing and contingent environments.Title:"Outdoor in projects - work with youth and the unemployed people".Author/s:Katarina Jurewicz, TWIKS, Poland.Abstract:Multimedia presentation prepared by TWIKS Association from Poland:"Analysis of non-formal education influence on social and professionalactivation" in context of activities conducted by TWIKS Association foryouth and adults, including unemployed, handicapped and people fromsmall cities. The role of non-goverment organisations in socialactivisation development through non-formal education will be illuminated.Title:Dimensions of place in school-based outdoor educationAuthor/s:Emilia Fägerstam, National Centre of Outdoor Education, Linköping University, Sweden.Abstract:Dimensions of place in outdoor and environmental education research are gaining increasedattention (Ardoin, Schuh & Gould, 2012). School-based outdoor education can be defined asacademic education which takes place outdoors. Learning about the place is sometimes thefocus but the place can also be an arena for activities aimed at developing social and personalskills or a ‘sense of place’. Place is a multidimensional and ambiguous concept which needsmore attention in educational research (Nespor, 2008; Van Eijck & Roth, 2010). A theory ofplace guided the analysis in this research. Place and space have received considerableattention in disciplines such as geography, psychology, sociology and recently also ineducational research. Drawing on a phenomenological tradition, place can be conceptualizedas ‘insideness’ and belonging to a place (Relph, 1976; Tuan, 1977) but also as an openevolving social space (Massey, 2005), emphasizing socio-cultural and relational dimensions.22
In this paper I present results from a longitudinal PhD project on outdoor teaching and learningin Sweden and Australia. Participants have been secondary school teachers andenvironmental education center officers. Semi-structured interviews have been analyzed withthematic analysis (Boyatzis, 1998).The results revealed that dimensions of place were givenmore attention than dimensions of space when discussing rationales behind outdoor teachingbefore the project. However, the physical and social space played a much more important rolein students’ engagement than expected. Dimensions such as place attachment and identitywere considered important but teachers’ objectives often contradicted with students’experience of nature as unfamiliar and scary.Title:Inclusion of outdoor education in the new physical and health curriculum in Singapore.Author/s:Susanna Ho, Ministry of Education, Singapore.Abstract:In my study in 2011, it was found that outdoor education can provide students with authenticexperiences that can engage them actively and holistically. Drawing on a survey conducted atthe second MOE outdoor education conference in 2006 and views from outdoor educators,Martin and Ho (2009) propose visions of outdoor education to encompass threecomplementary and multivalent foci: (1) ecological literacy, (2) resilience and (3) criticalthinking. In my thesis in 2011, I subsequently argued for outdoor education in Singapore togive high priority to serving three educational purposes, namely, building resilience, buildingemotional bonds with the place that constitutes Singapore, and building ecological literacy.From local research, outdoor education has a critical role to play in the school education ofSingapore, especially in developing students’ traits and competencies that are in line with thecurrent goals set by the education ministry. This presentation discusses the potential ofoutdoor education and argues for outdoor education to be included in the new Physical andHealth Education (PHE) curriculum to be implemented in 2014. The discussion also highlightsthe role of nature in children’s health and well-being and proposes how outdoor educationshould be situated in Singapore’s education curriculum.Title:Adventurous activities, embodiment and nature: Spiritual, sensual and sustainable?Embodying environmental justice.Author/s:Barbara Humberstone, Bucks New University, UK.Abstract:In this presentation, I examine research on adventurous physical activity in nature from theperspective of the sentient body. Drawing upon ethnographic research, I examine what hasbeen termed ‘peak’ happenings which many who practise such activities claim to experiencethrough their whole body. I consider insightful mobile and social understanding of therelationships between body, emotions and the elements, where on occasions the adventurousactivity is experienced and interpreted as oneness with nature or expressed as ‘spiritual’experiences. I then consider if and in what ways these knowledges may bring about greaterunderstanding and action in relation to social and environmental justice.Title:The significance of a curiosity-promoting environment; Children, Curiosity and Urban OutdoorAdventureAuthor/s:Jostein R Sanderud, Sogn og Fjordane University College, Norway.23
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