Programme and abstracts - GIH
Programme and abstracts - GIH
Programme and abstracts - GIH
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In this paper I present results from a longitudinal PhD project on outdoor teaching <strong>and</strong> learningin Sweden <strong>and</strong> Australia. Participants have been secondary school teachers <strong>and</strong>environmental 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 <strong>and</strong> social space played a much more important rolein students’ engagement than expected. Dimensions such as place attachment <strong>and</strong> identitywere considered important but teachers’ objectives often contradicted with students’experience of nature as unfamiliar <strong>and</strong> scary.Title:Inclusion of outdoor education in the new physical <strong>and</strong> 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 <strong>and</strong> holistically. Drawing on a survey conducted atthe second MOE outdoor education conference in 2006 <strong>and</strong> views from outdoor educators,Martin <strong>and</strong> Ho (2009) propose visions of outdoor education to encompass threecomplementary <strong>and</strong> multivalent foci: (1) ecological literacy, (2) resilience <strong>and</strong> (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, <strong>and</strong> building ecological literacy.From local research, outdoor education has a critical role to play in the school education ofSingapore, especially in developing students’ traits <strong>and</strong> competencies that are in line with thecurrent goals set by the education ministry. This presentation discusses the potential ofoutdoor education <strong>and</strong> argues for outdoor education to be included in the new Physical <strong>and</strong>Health Education (PHE) curriculum to be implemented in 2014. The discussion also highlightsthe role of nature in children’s health <strong>and</strong> well-being <strong>and</strong> proposes how outdoor educationshould be situated in Singapore’s education curriculum.Title:Adventurous activities, embodiment <strong>and</strong> nature: Spiritual, sensual <strong>and</strong> 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 <strong>and</strong> social underst<strong>and</strong>ing of therelationships between body, emotions <strong>and</strong> the elements, where on occasions the adventurousactivity is experienced <strong>and</strong> interpreted as oneness with nature or expressed as ‘spiritual’experiences. I then consider if <strong>and</strong> in what ways these knowledges may bring about greaterunderst<strong>and</strong>ing <strong>and</strong> action in relation to social <strong>and</strong> environmental justice.Title:The significance of a curiosity-promoting environment; Children, Curiosity <strong>and</strong> Urban OutdoorAdventureAuthor/s:Jostein R S<strong>and</strong>erud, Sogn og Fjordane University College, Norway.23