1,720,973 research outputs found
Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand
Full text linkThis study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai
Understanding outdoor education in South Korea: The perspectives of current leaders
No full textOutdoor education includes the provision of outdoor learning experiences to assist youth’s holistic development in relation to the outdoor environment. The formalised educational practice of outdoor education internationally derived mainly from the Western part of the world, with famous Western scholars and philosophers providing the root of the ideas and theories (Wurdinger, 1997). The practice is now widespread in different parts of the world, including South Korea. However, outdoor education in South Korea has not yet gone through systematic development (Lee, 2018). In-depth exploration to understand outdoor education through the eyes of current outdoor education leaders in South Korea and the key influences and social and cultural context that impacted the delivery of outdoor education is, therefore, timely. This study aims to understand outdoor education in South Korea, focussing on why and how outdoor education in South Korea has shaped as it is today.
This interpretive qualitative study was framed by critical realism and contextualism and used culturally responsive approaches to explore and highlight the perspectives and experiences of current outdoor leaders in Korea. One-on-one semi-structured interviews were conducted online with six current outdoor education leaders in South Korea from different backgrounds. Through thematic analysis, four main themes were identified. The first theme focused on learning outdoor education in South Korea, highlighting the challenges leaders face in learning and developing themselves as an OE leader. The second theme explored policies and regulation that impacts the operation and delivery of outdoor education. The third theme explored the perception of outdoor education from different parts of society, including parents, teachers, schools and organisations. Lastly, the final theme explored these current leaders' ideas and perceptions of the future of OE in South Korea. Given the interconnection of each challenge identified through the analysis of four themes, for OE to flourish in South Korea, there was the need for clarification of outdoor education, investment in the development of Korean-style outdoor education and changes in perception. The research concludes with areas for further study, limitations and a summary of the entire research
Place responsive and culturally responsive outdoor education in secondary schools: Examining teachers' perspectives and experiences
No full textSustainability, place and human connectedness have increasingly become the focus of research and professional dialogue in school-based outdoor education in Aotearoa New Zealand. These developments challenge traditional practices that privilege adventure and individualistic outcomes in outdoor education. At the same time, the implementation of culturally responsive practices within many secondary schools has further challenged teachers of outdoor education to ensure that pedagogical approaches and outcomes meet the needs of their diverse student population. An increasing number of educators appear to have adopted place responsive and culturally responsive pedagogies within their outdoor education programmes or units of work at the senior school level, yet there is limited research examining teachers’ perceptions and experiences in doing so.
Adopting an interpretive framework, and using qualitative research methods, this research focuses on the challenges faced and opportunities presented when secondary school teachers in Aotearoa New Zealand adopt place and culturally responsive pedagogies in outdoor education. Six teachers of senior level outdoor education from schools spread throughout Aotearoa New Zealand shared their stories. An inductive analysis of the interviews identified these teachers faced ongoing challenges with adopting new pedagogies in outdoor education, which was in part because many colleagues held perceptions that outdoor education was less important than other subjects and was primarily about having fun. In addition, the complexities of assessment at the senior level meant that teachers often faced challenges in formally assessing student learning. Teachers also found that undertaking change required shifts in mind-set which were further supported by targeted professional development, engagement in post-graduate study and talking with like-minded teachers. However, teachers’ adoption of place and culturally responsive approaches generated notable opportunities to align to the front end of the New Zealand curriculum, promote the holistic development of students and nurture cultural diversity.
This study highlights that undertaking curriculum and pedagogical change in outdoor education in secondary schools is a complex process, which is greatly influenced by the attitudes and perceptions of others. The potential alignment of place responsive and culturally responsive pedagogies became apparent, as did the need for more targeted professional development for teachers of outdoor education. Teachers’ adoption of these pedagogies also highlighted a greater capacity for authentic outdoor education experiences for students that also strengthened a commitment to their bicultural partnerships in schools. As the nature of education changes in schools, contemporary pedagogies in outdoor education have the potential to enhance the capacity of schools to facilitate learning that will meet the diverse needs of learners in Aotearoa New Zealand
Perspectives and experiences of female surf lifesavers in Aotearoa New Zealand
Full text linkThis study aims to explore and understand the experiences of female surf lifesaver athletes in Aotearoa New Zealand. The popular image of lifeguards, particularly in the media, has long been based on a particular heroic masculinity, yet women have been active participants in surf lifesaving in Aotearoa New Zealand since 1911 (Harvey, 2010). Jaggard (1999) dubbed female lifeguards as the ‘forgotten members’ of surf lifesaving clubs, this research refocusses the narrative and seeks to highlight women’s experiences in SLS sport. This study is qualitative and used an interpretive approach grounded in feminist theory. The research consisted of semi-structured, one-on-one interviews with six women who competed in the Under 19 or Open categories of surf lifesaving sport in the summer of 2020/2021. Three guiding topics led the conversations: connections to blue space, female athlete experiences in surf lifesaving sport in Aotearoa New Zealand, and the significance of required volunteer patrol hours to athletes.
Thematic Analysis was used to analyse the data collected from interviews; three core themes were identified. The first theme explores participants' connections with blue coastal space, which was a key landscape for participants’ experiences in sport and leisure. The second theme identified highlights the complex and nuanced social culture of SLS sport. The final theme revealed the gender discourses around key topics such as embodiment, experiences of motherhood, inclusion, and marginalisation. This research explores the complex ways in which women navigate societal expectations around their bodies, their time, and what it means to be a female athlete.
Understanding Female Secondary School Students' Experiences of Outdoor Education in Aotearoa New Zealand
No full textDespite ongoing developments to outdoor philosophy and practice, outdoor education continues to be a highly gendered space. More specifically, the notion that the outdoors is a masculine environment, requiring and reproducing qualities traditionally associated with being male, has meant many girls and women have struggled to find acceptance and validity in their outdoor experiences. A combination of gender socialisation, and inaccurate and biased portrayals of outdoor education and adventurers in Aotearoa New Zealand, have ensured many female participants feel out of place in the outdoors. While there has been an increase in the number of studies examining women’s participation in outdoor recreation and education, the experiences of young women in school-based outdoor education programmes remains largely unknown.
This qualitative research is centred around the experiences of adolescent girls in secondary school outdoor education programmes. More specifically, this study considers young women’s motivation for participating in outdoor education, the meanings they draw from their experiences, and the aspects of outdoor education that support and hinder their engagement in the outdoors. Focus groups, individual interviews, and participant observations were conducted with ten female senior students from three secondary schools in the South Island of Aotearoa New Zealand. A feminist phenomenological methodology was applied to this study, which enabled a critical and reflective analysis of the girls’ experiences to occur. In accordance with the feminist aims of this research, which seeks to challenge the gender inequalities that exist in outdoor education, suggestions to theory and practice are made.
The findings of this research highlight the subjective and complex meanings girls assign to their participation, and the varied ways in which their school-based outdoor education programmes both support and challenge their involvement. Through their experiences, the young women had the opportunity to form meaningful relationships with their peers, teachers and the environment, and in doing so, many developed a deeper sense of self. The majority of the young women in this study felt supported in their programme and saw the outdoors as a gender-inclusive space. However, while heartening, the findings of this study suggest girls continue to face ongoing challenges to their engagement, particularly surrounding the perception and practice of gender in the outdoors
What’s the story? Outdoor education in New Zealand in the 21st century
No full textOutdoor education, in its various guises, has been part of the New Zealand education system for decades and is considered by many to be integral to school life. This paper addresses outdoor education within physical education in primary and secondary schools. It critiques the priority historically given to personal and social outcomes, suggesting that this has served to keep outdoor pursuits and adventure activities at the forefront of many school programmes, particularly in secondary schools. In turn, it is proposed that this has sidetracked the focus from outdoor environmental education, a problematic outcome given contemporary concerns about the need to foster environmental appreciation, understanding, and action. A range of possibilities for a practice of outdoor education that deliberately and creatively fuses simple, 'skill-full' adventures, and student connectedness and commitment to local environments is highlighted
Learning from leisure: Developing nature connectedness in outdoor education
No full textThe “greening” of outdoor education has received increasing attention from educators in Aotearoa-New Zealand and internationally. Given contemporary global concerns about the scale of environmental issues and the associated recognition that educating for sustainability is a matter of urgency, the continuing exploration of pedagogies promoting human connection to nature is arguably a central concern for outdoor educators. This paper contributes to professional dialogue about outdoor education pedagogies that may facilitate the development of students’ connectedness to, and care for, non-human nature. It draws from an interpretative research project that explored the meanings of nature-based leisure for eleven women aged 40 to 65 years. Findings from that research highlighted an important interplay between women’s conceptions of nature and their participation in leisure. The paper directs attention to three interconnected pedagogical principles that are teased from the women’s stories: repeated immersion in local nature environments, the decentring of traditional performance discourses, and critical reflection. These are presented as key considerations for outdoor education teachers and teacher educators in promoting nature connectedness and care. Recommendations are made for outdoor education researchers and teacher educators for future research directions
School curriculum and outdoor education. Part 1: Early childhood and primary school
Full text linkTh is chapter explores broad possibilities for learning outdoors in formal education contexts.
In part one we set the scene for the chapter by examining contemporary curricula in the early childhood and school sectors. National curriculum documents are introduced to look at the vision and ‘big picture’ direction they suggest for outdoor education practice. Attention then turns to consider outdoor education initiatives in early childhood settings, with examples drawn from programmes to illustrate the unique and practical ways in which they ‘walk the talk’ of student-centred, bicultural, holistic, and sustainable approaches. Th e discussion moves to consider the opportunities the primary school context aff ords for outdoor education that deliberately focuses on students’ relationships with the outdoor places they inhabit. Examples such as the well established Enviro-Schools programme and integrated units of learning are outlined to illustrate what we consider to be the heart of this forward looking outdoor education.
In part two, the focus moves to outdoor education in the secondary school. While the distinctiveness of the secondary setting with its associated compartmentalised, subject-focused curriculum is initially acknowledged, the focus broadens to consider a range of factors or enablers of innovative outdoor education practice. As with part one, examples of ‘real’ curricula, co-curricula, and extra-curricula programmes are featured. Th ese examples provide powerful guides for outdoor educators seeking to rethink, refi ne and reshape their students’ outdoor learning experiences in ways that enable them to enjoy, understand, and act for the environments in which they live and move. In sum, this chapter explores a vision of a more sustainable outdoor education future
The rewards of professional change: Two primary school teachers’ experiences of transforming outdoor education.
Full text linkEmbarking on and sustaining professional change is often a challenging process for educators. This is particularly so within a broader context of rapid (r)evolution in curriculum, pedagogical and assessment-related developments in the compulsory school sector in Aotearoa New Zealand over the past decade. Teachers’ and school leaders’ accounts of professional learning and change in recent issues of this journal have suggested it can be both risky and rewarding, with a range of impacts and outcomes for all involved. In this paper I pick up on the notion of the possible rewards of professional change, drawing on the experiences of two generalist primary school teachers engaging in curriculum and pedagogical change in outdoor education within the Health and Physical Education learning area. Specifically, the contributions of outdoor-based learning in a local bush reserve to teachers’ own sense of personal wellbeing and rejuvenated sense of professional identity are explored. Here I speculate about the potentially renewing components of professional change in outdoor education in HPE for teachers themselves
- …
