Green pedagogy – guidance and doubt in teaching outdoor and environmental education

Preston, Lou 2011, Green pedagogy – guidance and doubt in teaching outdoor and environmental education, Asia - Pacific journal of teacher education, vol. 39, no. 4, pp. 367-380.

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Title Green pedagogy – guidance and doubt in teaching outdoor and environmental education
Author(s) Preston, Lou
Journal name Asia - Pacific journal of teacher education
Volume number 39
Issue number 4
Start page 367
End page 380
Total pages 14
Publisher Routledge
Place of publication Melbourne, Vic.
Publication date 2011
ISSN 1359-866X
1469-2945
Keyword(s) critical pedagogy
longitudinal study
outdoor and environmental education
poststructuralism
Summary This article grapples with my endeavour to guide teacher education students to think critically about environmental issues and action. While students repeatedly claim my efforts helped them to think critically, my interviews with them about environmental issues and practices cause me to doubt their claims of burgeoning critical engagement. This article demonstrates the fraught nature of critical pedagogy and my inability to create a climate in which guidance in the field of Outdoor and Environmental Education might come to be doubted. Drawing from a larger longitudinal study of the formation of environmental ethics among tertiary Outdoor and Environmental Education students, in this article I examine the experience of one student to critique my pedagogical practice and also to consider how this has provoked a revision of my own approach to teaching in this field. In the final section, I highlight the importance in teacher education more broadly of providing space for guidance to be doubted and opportunity for students to self-stylise and create their own responses to current issues.

Language eng
Field of Research 130299 Curriculum and Pedagogy not elsewhere classified
Socio Economic Objective 930201 Pedagogy
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2011
Copyright notice ©2011, Australian Teacher Education Association
Persistent URL http://hdl.handle.net/10536/DRO/DU:30038911

Document type: Journal Article
Collection: School of Education
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