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Students' imaginings of spaces of learning in outdoor and environmental education

Preston, Lou 2013, Students' imaginings of spaces of learning in outdoor and environmental education, Journal of adventure education & outdoor learning, vol. 14, no. 2, pp. 172-190, doi: 10.1080/14729679.2013.835167.

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Title Students' imaginings of spaces of learning in outdoor and environmental education
Author(s) Preston, Lou
Journal name Journal of adventure education & outdoor learning
Volume number 14
Issue number 2
Start page 172
End page 190
Total pages 19
Publisher Taylor & Francis
Place of publication Abingdon, England
Publication date 2013-10-28
ISSN 1472-9679
1754-0402
Keyword(s) outdoor and environmental education
environmental ethics
place
space
poststructuralism
Summary In this article, the author interrogates students’ stories about the spaces and places in a tertiary Outdoor and Environmental Education course that support and shape their environmental ethics. Drawing on a longitudinal qualitative study, she explore the ways in which particular sites of learning (outdoor, practical learning) are privileged and how particular stories of outdoor spaces get reproduced. The author employs the work of poststructuralist geography scholar Doreen Massey in her analysis to highlight the intersections between space, relations of power and identity. This analysis also underscores the simultaneity of multiple and conflicting stories around Outdoor Education’s outdoor (practical) and indoor (theoretical) learning spaces. The article concludes by drawing on Elizabeth Ellsworth’s work on anomalous places of learning to explore some of the spaces in-between the indoor/outdoor binary as a way of interrupting and re-imagining places and spaces of learning in Outdoor Education.
Language eng
DOI 10.1080/14729679.2013.835167
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 2013
Copyright notice ©2013, Taylor & Francis
Persistent URL http://hdl.handle.net/10536/DRO/DU:30057375

Document type: Journal Article
Collection: School of Education
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Created: Mon, 04 Nov 2013, 08:20:51 EST by Lou Preston

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