The BERA Guide to Outdoor Learning
Place-Responsive Pedagogy in Educational Research and Practice
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- Description
- Contents
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- About
Educational research worldwide has shown that outdoor learning is a positive element of educational practices, which benefits children’s mental health and wellbeing, physical wellness, cognitive development.
The BERA Guide to Outdoor Learning offers diverse perspectives on outdoor learning in all educational settings and advocates a teaching philosophy centred on immersive experiences, nature connection, play, dialogue and experiential learning, making use of place-based pedagogical perspectives. This collection shows how outdoor, play-based learning can support the teaching in all educational contexts including Higher Education. The theoretical framework for the future of research and practice in outdoor learning will benefit practitioners in both primary and secondary schools, school leaders, teacher educators and outdoor learning providers. Accompanied by case studies and vignettes, chapters exemplify how research in alternative and under-represented aspects of outdoor learning can support the development of curriculum and pedagogy to develop creative and meaningful learning experiences for all children to deepen their learning across a ‘broad and balanced’ curriculum.
Published in partnership between the British Educational Research Association (BERA) and Emerald Publishing, The BERA Guides are short, research-informed yet accessible introductions to key, interdisciplinary topics impacting education research and practice for a broad academic audience.
Foreword; Mark Leather
- Introduction: Encountering Ideas of Place in Outdoor Learning; Lucy Sors and Ruth Unsworth
- A Pause for Connection; Lucy Sors
- Part 1. Theorising Place-responsive Pedagogy in Outdoor Learning
- Chapter 1. Place-responsive Pedagogy in Outdoor Learning; Lucy Sors
- Chapter 2. Decolonising Outdoor Learning: Developing Connectedness Through Place-responsive Pedagogy beyond the Early Years in England; Lucy Sors and Louise Whitfield
- Chapter 3. Inclusive and Holistic Practice in Place-responsive Outdoor Learning; Lucy Sors
- Part 2. Place-responsive Pedagogy in Action
- Chapter 4. Building Connection to Place: Time and Space in Place-Based Pedagogy; Ruth Unsworth
- Chapter 5. Mudfulness? Nurturing a Relationship with Nature Through Serendipitous Encounters with Mud; Tracy Ann Hayes
- Chapter 6. ‘No Badge Required’: A Bucket School Approach to Support Teaching and Learning in the Outdoors; Louise Hawxwell and Nicky Bolton
- Part 3. Continuing the Journey of Place-responsive Pedagogy in Outdoor Learning
- Chapter 7. The Next Generation of Learning Outside: Fostering Place-responsive Pedagogy in Initial Teacher Education; Lucy Sors, Jen Huntsley, and Stephanie Jach
- Chapter 8. Continuing the Journey of Place-Responsive Pedagogy in Outdoor Learning; Ruth Unsworth and Lucy Sors
The BERA Guide to Outdoor Learning: Place-Responsive Pedagogy in Educational Research and Practice offers an inspiring exploration of outdoor education through the lens of place-responsiveness. It is a timely and welcome contribution to the growing literature on outdoor learning that underscores the importance of taking education outdoors to provide children and young people with opportunities to directly engage and interact with the world around them. Organised in two parts, the book first blends theoretical insights with practical advice for place-pedagogy before moving on to provide examples of place-based pedagogy in action. With a commitment to experiential learning, this book challenges practitioners to slow down and thoughtfully engage students with their locality thus embracing outdoor learning as a transformative approach to embrace the transformative power of outdoor learning to cultivate deeper connections with place, community and self through place-responsive pedagogy. It is both a call to action and a reflective guide for those seeking to create meaningful, holistic educational experiences beyond the classroom.
We cannot underestimate the importance of Outdoor Learning in our primary schools. From Early Years mud kitchens to Upper Key Stage Two outdoor and adventurous residentials, the aims remain the same: to be active in the fresh air and feel good; to embrace new experiences and surprise ourselves; to exist in the moment and feel connected to our surroundings; to take notice and remember the simple things that give us joy. This book is essential reading for all educators who want to spread the word, reshape the curriculum and in doing so change young lives for the better.
Lucy Sors is a senior lecturer at York St John University specialising in outdoor learning, inclusion and languages.
Ruth Unsworth is a senior lecturer at University of Glasgow, UK.