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Sandseter, Ellen Beate Hansen; Little, Helen; Wyver, Shirley – Journal of Adventure Education and Outdoor Learning, 2012
In this paper, we contrast the early childhood education and care aims and curriculum in Norway and Australia and the theoretical underpinnings of Norwegian and Australian pedagogy in an attempt to partially explain the different approaches to (risky) outdoor play in these two countries. We argue that Norwegian pedagogical approaches may allow…
Descriptors: Evidence, Play, Early Childhood Education, Foreign Countries
Norris, Julian – Journal of Adventure Education and Outdoor Learning, 2011
Rites of passage models, drawing from ethnographic descriptions of ritualized transition, are widespread in adventure therapy programmes. However, critical literature suggests that: (a) contemporary rites of passage models derive from a selective and sometimes misleading use of ethnographic materials, and (b) the appropriation of initiatory…
Descriptors: Adventure Education, Therapy, Ceremonies, Models
Willis, Alette – Journal of Adventure Education and Outdoor Learning, 2011
This paper begins by examining the therapeutic work of wilderness and adventure therapy through the lens of narrative counselling and the concept of the narrative-self. The terms "wilderness" and "adventure" are unpacked and attention is drawn to the risks of working uncritically with these concepts. Illustrations of alternative understandings of…
Descriptors: Counseling Techniques, Therapy, Adventure Education, Personal Narratives
Loynes, Chris – Journal of Adventure Education and Outdoor Learning, 2010
This paper explores the role of narrative in the Stoneleigh Project, an outdoor retreat approach to supporting marginalised young people in becoming agents of personal and social change. The metaphor of a journey, developed by sociological writers, is applied to the transition of young people to adulthood. Undertaken as a narrative enquiry, the…
Descriptors: Personal Narratives, Outdoor Education, Disadvantaged Youth, At Risk Persons
Harrison, Sam – Journal of Adventure Education and Outdoor Learning, 2010
"Place" is an under-researched and poorly documented element of UK outdoor environmental education. In the international literature, North American and Australian researchers and practitioners show considerable attention to "place". Yet UK outdoor environmental educators and researchers seem to have neglected this area despite…
Descriptors: Environmental Education, Action Research, Research Methodology, Epistemology
Brown, Mike; Fraser, Deborah – Journal of Adventure Education and Outdoor Learning, 2009
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…
Descriptors: Adventure Education, Recreational Activities, Risk, Teaching Methods
Stan, Ina – Journal of Adventure Education and Outdoor Learning, 2009
The traditional role of the facilitator in outdoor education is frequently seen as outside the group of participants, either in a position of power over the participants or detached and passive. Following an ethnographic study at a residential outdoor centre, an in-depth analysis of the facilitation process was carried out, which revealed that the…
Descriptors: Outdoor Education, Ethnography, Group Dynamics, Learning Experience
Gurholt, Kirsti Pedersen – Journal of Adventure Education and Outdoor Learning, 2008
Norwegian "friluftsliv" or outdoor life is often identified as a "simple way of life" and as exemplary of green life-philosophy and environmental practices. This paper argues that "friluftsliv" must be conceptualized as a complex social phenomenon and an example of long-standing Western discourse linking ideas of…
Descriptors: Conservation (Environment), Foreign Countries, Environmental Education, Males
Rea, Tony – Journal of Adventure Education and Outdoor Learning, 2008
Powerful, dominant discourses surrounding neo-Hahnian theory (as discussed by Brookes in 2003) and effectiveness (as discussed by Hargreaves and Fullan in 1998, for example) have influenced both practice and research in outdoor adventure education. This has led to a concentration of research that focuses on the impact of outdoor programmes. It has…
Descriptors: Experiential Learning, Outdoor Education, Adventure Education, Educational Research
Stewart, Alistair – Journal of Adventure Education and Outdoor Learning, 2008
Outdoor education practice around the world occurs in diverse circumstances, environments and cultures. The application of outdoor education to specific cultural and environmental issues in particular places and communities has received little attention in research. While research in fields such as cultural geography has addressed the…
Descriptors: Outdoor Education, Environmental Education, Human Geography, Foreign Countries
Rothwell, Erin Witter; Siharath, Kassidy; Badger, Holly; Negley, Sandra; Piatt, Jennifer – Journal of Adventure Education and Outdoor Learning, 2008
The purpose of this study was to explore a new framework for understanding group dynamics during a challenge course experience. Traditional views of group dynamics emphasize sequential stages of development, but these frameworks tend to neglect the emotional aspect of group dynamics. The group process usually includes an emotional experience, and…
Descriptors: Adventure Education, Group Dynamics, Emotional Experience, Interaction Process Analysis
Tozer, Mark; Fazey, Ioan; Fazey, John – Journal of Adventure Education and Outdoor Learning, 2007
Adaptive expertise, an individual's ability to perform flexibly and innovatively in novel and unstructured situations, could have particular relevance for expedition and outdoor leaders. This element may be recognized in leadership practitioners who are able to act more effectively when problem-solving in complex, ambiguous and unpredictable…
Descriptors: Outdoor Leadership, Expertise, Thinking Skills, Problem Solving
Zink, Robyn; Burrows, Lisette – Journal of Adventure Education and Outdoor Learning, 2006
In this paper we examine aspects of French social theorist, Michel Foucault's work and the contributions these can make to understanding practices in outdoor education. We look specifically at his notions of practice, discourse, power and the self and the lines of questioning that these concepts make possible in relation to outdoor education. We…
Descriptors: Outdoor Education, Outcomes of Education, Educational Philosophy, Educational Experience
Harper, Nevin; Robinson, David W. – Journal of Adventure Education and Outdoor Learning, 2005
Leaders working in the outdoor adventure field are faced with making critical decisions that keep students, clients, or customers safe from the perils of risk-related activities while enabling them to benefit from these experiences. The knowledge and competency necessary to analyze and manage risk is integral to those providing outdoor adventure…
Descriptors: Adventure Education, Curriculum Design, Industry, Risk Management
Phipps, Maurice L.; Hayashi, Aya; Lewandowski, April; Padgett, Allison H. – Journal of Adventure Education and Outdoor Learning, 2005
This article describes the use of two linked instruments, the Instructor Effectiveness Check Sheet (IEC) and Instructor Effectiveness Questionnaire (IEQ). The use of an evaluation instrument during a course can enable improvements to be made--even with experienced instructors. Detail can be taken from the IEC and IEQ to find obvious and not so…
Descriptors: Teacher Effectiveness, Measures (Individuals), Questionnaires, Check Lists