000 06343nam a22005895i 4500
001 978-3-030-75980-3
003 MN-UlMNUE
005 20230202115425.0
007 cr nn 008mamaa
008 211101s2021 sz | s |||| 0|eng d
020 _a9783030759803
024 7 _a10.1007/978-3-030-75980-3
_2doi
040 _aMN-UlMNUE
_bENG
_cMN-UlMNUE
_dMN-UlMNUE
_erda
041 _aENG
050 4 _aGE70-90
072 7 _aJN
_2bicssc
072 7 _aRN
_2bicssc
072 7 _aEDU000000
_2bisacsh
072 7 _aJN
_2thema
072 7 _aRN
_2thema
082 0 4 _a333.7071
_223
245 1 0 _aOutdoor Environmental Education in Higher Education
_h[electronic resource] :
_bInternational Perspectives /
_cedited by Glyn Thomas, Janet Dyment, Heather Prince.
250 _a1st ed. 2021.
264 1 _aCham :
_bSpringer International Publishing :
_bImprint: Springer,
_c2021.
300 _aXXVII, 398 p. 1 illus.
_bonline resource.
336 _atext
_btxt
_2rdacontent
337 _acomputer
_bc
_2rdamedia
338 _aonline resource
_bcr
_2rdacarrier
347 _atext file
_bPDF
_2rda
490 1 _aInternational Explorations in Outdoor and Environmental Education,
_x2214-4226 ;
_v9
505 0 _aChapter 1. Preparing outdoor educators to be transformational teachers and leaders -- Part I: Theoretical foundations and philosophies -- Chapter 2. Philosophizing in outdoor environmental education: How might experience work? -- Chapter 3. Worldviews, environments and education -- Chapter 4. Human-nature relationships: Navigating a privileged white landscape -- Chapter 5. Developing a sense of place -- Chapter 6. Leadership theory: From effective to extraordinary -- Part II: Pedagogical approaches and issues -- Chapter 7. Beyond experiential learning cycles -- Chapter 8. Adventure and risk in outdoor environmental education -- Chapter 9. Place-responsiveness in outdoor environmental education -- Chapter 10. Wild pedagogies -- Chapter 11. Outdoor therapy: Benefits, mechanisms and useful principles for activating health, wellbeing, and healing in nature -- Chapter 12. Intentionality for outdoor educators -- Chapter 13. Digital technology in outdoor education -- Chapter 14. Journeying in outdoor and environmental education -- Chapter 15. Outdoor education and pedagogical content knowledge: More than class five rapids -- Part III: Outdoor environmental education as a social, cultural and environmental endeavour -- Chapter 16. Nature connection -- Chapter 17. Reading landscapes: Engaging with places -- Chapter 18. Embracing Country as teacher in outdoor and environmental education -- Chapter 19. Postcolonial possibilities for outdoor environmental education -- Chapter 20. Embracing local community through post-activity outdoor education -- Chapter 21. Social capital: A common purpose -- Part IV: Advocacy -- Chapter 22. Diversity and inclusion in OEE -- Chapter 23. Is outdoor and environmental education ‘making a difference’? Gender and binary heteronormative cisgenderism -- Chapter 24. Topographies of hope: Social justice, outdoor environmental education, and accomplice-ship -- Part V: Safety Management -- Chapter 25. Fatality prevention in OEE -- Chapter 26. Place-based fatality prevention in action -- Chapter 27. Systems thinking approaches to safety in outdoor education -- Part VI: Professional Practice -- Chapter 28. On being a reflective practitioner -- Chapter 29. Outdoor environmental education research and reflective practice -- Chapter 30. Professionalism, professionalisation and professional currency in outdoor environmental education -- Chapter 31. Introducing ecologies of skill for outdoor leaders -- Chapter 32. Managing outdoor education fieldwork.
520 _aThis book brings together an international group of authors to discuss the outdoor environmental education (OEE) theory and practice that educators can use to support teaching and learning in higher education. The book contents are organised around a recently established list of threshold concepts that can be used to describe the knowledge and skills that university students would develop if they complete a major in outdoor education. There are six key sections: the theoretical foundations and philosophies of OEE; the pedagogical approaches and issues involved in teaching OEE; the ways in which OEE is a social, cultural and environmental endeavour; how outdoor educators can advocate for social justice; key approaches to safety management; and the need for on-going professional practice. The threshold concepts that form the premise of the book describe outdoor educators as creating opportunities for experiential learning using pedagogies that align their programme’s purpose and practice. Outdoor educators are place-responsive, and see their work as a social, cultural and environmental endeavour. They advocate for social and environmental justice, and they understand and apply safety principles and routinely engage in reflective practice. This book will provide clarity and direction for emerging and established outdoor educators around the world and will also be relevant to students and professionals working in related fields such as environmental education, adventure therapy, and outdoor recreation.
650 0 _aEnvironmental education.
_91474
650 0 _aTeachers—Training of.
_91408
650 0 _aStudy Skills.
_91733
650 1 4 _aEnvironmental and Sustainability Education.
_91477
650 2 4 _aTeaching and Teacher Education.
_91412
650 2 4 _aStudy and Learning Skills.
_91734
700 1 _aThomas, Glyn.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_92584
700 1 _aDyment, Janet.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_92585
700 1 _aPrince, Heather.
_eeditor.
_4edt
_4http://id.loc.gov/vocabulary/relators/edt
_92586
710 2 _aSpringerLink (Online service)
773 0 _tSpringer Nature eBook
776 0 8 _iPrinted edition:
_z9783030759797
776 0 8 _iPrinted edition:
_z9783030759810
776 0 8 _iPrinted edition:
_z9783030759827
830 0 _aInternational Explorations in Outdoor and Environmental Education,
_x2214-4226 ;
_v9
_91611
856 4 0 _uhttps://doi.org/10.1007/978-3-030-75980-3
942 _2ddc
_cEBOOK
999 _c105568
_d105568