Slow pedagogy and placing education in post-traditional outdoor education

Payne, Phillip Garth; Wattchow, Brian

doi:10.1007/bf03401021

Cited by 76 publications

(62 citation statements)

References 10 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…2. The work of Abram, which builds on that of Merleau-Ponty as well as Husserl, is sometimes cited in outdoor education (see, e.g., Cohn, 2011;Payne & Wattchow, 2008;Wattchow, 2007Wattchow, , 2008. However, it would be difficult to use Abram's work to prosecute my argument in this paper as he does not clarify the ontological difference, instead employing terms that more closely align with transaction, such as 'intertwined' and 'reciprocate' (Abram, 1996, p. 33), in attempts to convey a simple aesthetic whole.…”

Section: Notesmentioning

confidence: 99%

More than relations between self, others and nature: outdoor education and aesthetic experience

Quay

2013

Journal of Adventure Education & Outdoor Learning

View full text Add to dashboard Cite

Section: Notesmentioning

confidence: 99%

More than relations between self, others and nature: outdoor education and aesthetic experience

Quay

2013

Journal of Adventure Education & Outdoor Learning

View full text Add to dashboard Cite

“…Some take this further, situating such learning quite specifically. 'Slow pedagogy' for example, refers to experiential learning through the body (Payne and Wattchow, 2008). It alludes to the slow food movement which seeks 'to reconnect people with where their food comes from, how and where it is produced and the implications of the choices we make on the environment, biodiversity and our own health' (Slow Food, 2011).…”

Section: Emancipated Environmentalistsmentioning

confidence: 99%

Environmentalism, performance and applications: uncertainties and emancipations

Heddon

Mackey

2012

Research in Drama Education: The Journal of Applied Theatre and

View full text Add to dashboard Cite

This introductory article for a themed edition on environmentalism provides a particular context for those articles that follow, each of which engages with different aspects of environmentalism and performance in community-related settings. Responding to the proposition that there is a lacuna in the field of applied drama and environmentalism (Bottoms, 2010), we suggest that the more significant lack is that of ecocriticism. As the articles in this journal testify, there are many examples of applied theatre practice; what is required is sustained and rigorous critical engagement. It is to the gap of ecocriticism that we address this issue, signalling what we hope is the emergence of a critical field. One response to the multiple challenges of climate change is to more transparently locate the human animal within the environment, as one agent amongst many. Here, we seek to transparently locate the critic, intertwining the personal -ourselves, human actants -with global environmental concerns. This tactic mirrors much contemporary writing on climate change and its education, privileging personal engagement -a shift we interrogate as much as we perform. The key trope we anchor is that of uncertainty: the uncertainties that accompany stepping into a new research environment; the uncertainties arising from multiple relations (human and non-human); the uncertainties of scientific fact; the uncertainties of forecasting the future; and the uncertainties of outcomes -including those of performance practices. Having analysed a particular turn in environmental education (towards social learning) and the failure to successfully combine 'art and reality' in recent UK mainstream theatre events, such uncertainties lead to our suggestion for an 'emancipated' environmentalism. In support of this proposal, we offer up a reflection on a key weekend of performance practice that brought us to attend to the small -but not insignificant -and to consider first hand the complex relationships between environmental 'grand narratives' and personal experiential encounters. Locating ourselves within the field and mapping out some of the many conceptual challenges attached to it serves to introduce the territories which the following journal articles expand upon..

show abstract

“…Some distinctive themes run through contemporary professional dialogue and debate about 'green' outdoor education in Aotearoa-New Zealand and Australia. For example, the pervasiveness of anthropocentric assumptions and practices, wherein humans are considered to be separate from, and above, non-human nature has been repeatedly noted (for example Cosgriff, 2008;Hill, 2009Hill, , 2010bPayne & Wattchow, 2008). Nature tends to be viewed as a "functional room" or "arena" (Andkjaer, 2010), a gymnasium for personal development, immediately useful to humans only in so far as providing a resource for the achievement of programme goals that may have little to do with developing knowledge about the distinctiveness of the specific environment itself.…”

Section: Outdoor Education In Aotearoa -New Zealandmentioning

confidence: 99%

Learning from leisure: Developing nature connectedness in outdoor education

Cosgriff

2011

Asia-Pacific Journal of Health, Sport and Physical Education

View full text Add to dashboard Cite

Slow pedagogy and placing education in post-traditional outdoor education

Cited by 76 publications

References 10 publications

More than relations between self, others and nature: outdoor education and aesthetic experience

More than relations between self, others and nature: outdoor education and aesthetic experience

Environmentalism, performance and applications: uncertainties and emancipations

Learning from leisure: Developing nature connectedness in outdoor education

Contact Info

Product

Resources

About