Fifteen years ago Loynes expressed concern that market-place values were detrimentally impacting on the provision of outdoor education experiences. As tertiary educators with an interest in the impact of globalization on outdoor education, we have sought to extend Loynes' use of McDonaldization by drawing on Bryman's conceptual framework…

Engaging students in positive experiences in and for the natural world is perhaps one of the most pressing issues for educators today. The challenges presented by unsustainable practices require reflection on how transformation, of individuals and of communities, might lead to a more sustainable future. In this article we explore intersections…

Many of the principles and practices that have influenced outdoor education in Aotearoa New Zealand find their genesis in the United Kingdom and North America. In recent times, many of these foundational assumptions have been called into question. This paper highlights how emerging "local" voices are questioning and reframing how outdoor education…

Risk is positioned as a distinguishing feature of outdoor adventure education (OAE) pedagogy. Risk defines much of what happens in OAE, from participants "taking" risks to instructors "managing" risks. The taken-for-granted centrality of risk continues to have currency due to the thrill and allure of adventurous outdoor activities. This paper…

An ethnomethodological approach was used to analyze the organization of talk, the leader-student interaction, and resultant social order during group discussion among 2 male leaders and 15 ninth-grade Australian boys participating in a school-sponsored outdoor experience. Results focus on how the leaders structured the interaction and regulated…