© 2016 – Routledge
The ‘outdoors’ is a physical and ideological space in which people engage with their environment, but it is also an important vehicle for learning and for leisure. The Routledge Handbook of Outdoor Studies is the first book to attempt to define and survey the multi-disciplinary set of approaches that constitute the broad field of outdoor studies, including outdoor recreation, outdoor education, adventure education, environmental studies, physical culture studies and leisure studies. It reflects upon the often haphazard development of outdoor studies as a discipline, critically assesses current knowledge in outdoor studies, and identifies further opportunities for future research in this area.
With a broader sweep than any other book yet published on the topic, this handbook traces the philosophical and conceptual contours of the discipline, as well as exploring key contemporary topics and debates, and identifying important issues in education and professional practice. It examines the cultural, social and political contexts in which people experience the outdoors, including perspectives on outdoor studies from a wide range of countries, providing the perfect foundation for any student, researcher, educator or outdoors practitioner looking to deepen their professional knowledge of the outdoors and our engagement with the world around us.
Introduction (Barbara Humberstone, Heather Prince, Karla A. Henderson) Section 1: Constructs and theoretical concepts Introduction (Heather Prince) 1. Foundation myths and the roots of adventure education in the Anglosphere (Andrew Brookes) 2. A German Theory of Adventure: A view on the Erlebnispädagogik (Peter Becker) 3. Environmental Concerns and Outdoor Studies: Nature as fosterer (Johan Öhman, Klas Sandell) 4. Outdoor Studies and a sound philosophy of experience (John Quay, Jayson Seaman) 5. Healing the split head of Outdoor Recreation and Outdoor Education: Revisiting Indigenous knowledge from multiple perspectives (Philip Mullins, Gregory Lowan-Trudeau, Karen Fox) 6. Health and wellbeing benefits of activities in the outdoors (Cathryn Carpenter, Nevin Harper) 7. Shifting perspectives on research in the outdoors (Barbara Humberstone, Emily Coates, Alan Hockley, Ina Stan) Section 2: Formal Education in Outdoor Studies Introduction (Heather Prince)8. The primacy of place in education in outdoor settings (Greg Mannion, Jonathan Lynch) 9. Scandinavian Early Childhood Education: Spending time in the outdoors (Ellen Beate Hansen Sandseter, Trond Løge Hagen) 10. Supporting early learning outdoors in the UK: culture clash and concord (Sue Waite) 11. Curricular Outdoor Learning in Scotland: from practice to policy (Beth Christie, Peter Higgins, Robbie Nicol) 12. Teaching trainee teachers about Outdoor Education (Erik Backman) 13. Pedagogic practice in higher education in the UK (Tim Stott) 14. Formal curricular initiatives and evaluation in the UK (Heather Prince, David Exeter) Section 3: Non-formal education and training in/for/about the outdoors Introduction (Karla A. Henderson) 15. Careers in the outdoors (Linda Allin, Amanda West) 16. Beyond training for tolerance in Outdoor Experiential Education: More than just leadership (Mary Breunig, Elyse Rylander) 17. Professional accreditation in UK outdoor sector (Heather Brown, Ian Harris. Su Porter) 18. Certification in outdoor programmes (Aram Attarian) 19. Ethical considerations in Outdoor Studies research (Letty Ashworth, Lucy Maynard, Karen Stuart) 20. Adventure Education: Crucible, catalyst, and inexact (Jim Sibthorp, Dan Richmond) 21. Challenge course programming: On the rise or in compromise? (Mark Wagstaff) 22. The camp experience: Learning through the outdoors (M. Deborah Bialeschki, Stephen M. Fine, Troy Bennett) 23. Sail training (Ken McCulloch) 24. Forest School in the United Kingdom (Sara Knight) 25. Adventure Therapy: Developing Therapeutic Outdoor Practice (Kaye Richards) 26. Connecting People to Experiences through Reviewing and Reflection (Roger Greenaway, Clifford E. Knapp) Section 4: International voices and cultural interpretations Introduction (Karla A. Henderson) 27. Inclusion of Outdoor Education in the formal school curriculum: Singapore’s journey (Susanna Ho, Matthew Atencio, Tan Yuen Sze Michelle, Chew Ting Ching) 28. Friluftsliv: Nature friendly adventures for all (Kirsti Pedersen Gurholt) 29. Turistika activities, Dramaturgy and the Czech outdoor experience (Andrew J. Martin, Ivana Turčová, Jan Neuman) 30. Outdoor Studies in Japan (Taito Okamura) 31. Using outdoor adventure to contribute to peace: The case of Kenya (Shikuku W. Ooko, Helen N. Muthomi) 32. Outdoor activities in Brazilian educational camps (Marcelo Fadori Soares Palhares, Sandro Carnicelli) Section 5: Social and environmental justice and Outdoor Studies Introduction (Barbara Humberstone) 33. Race, ethnicity, and Outdoor Studies: Trends, challenges, and forward momentum (Nina S. Roberts) 34. Equality and inclusion in the outdoors: Accessing nature and the outdoors from Indian perspectives (Di Collins, Latha Anantharaman) 35. Gender in Outdoor Studies (Karen Warren) 36. Age and the outdoors (Mike Boyes) 37. Disability and the outdoors: Some considerations for inclusion (John Crosbie) 38. Spirituality and the outdoors (Paul Heintzman) 39. Outdoor education, environment and sustainability. Youth, society and environment (Geoff Cooper) 40. Land management and outdoor recreation in UK (Lois Mansfield) Section 6:Transdisciplinary and interdisciplinary approaches to understanding and exploring outdoor studies Introduction (Barbara Humberstone) 41. Experiential learning: towards a multi-disciplinary perspective (Colin Beard) 42. Enskilment and place-responsiveness in outdoor studies: Ways of life (Brian Wattchow, Mike Brown) 43. Outdoor Education, safety, and risk in the light of serious accidents (Andrew Brookes) 44. Challenges in adventures sports coaching (Loel Collins, Dave Collins) 45. Adventure tourism (Paul Beedie) 46. Ecotourism: Outdoor Pedagogy at the Periphery (Pat T. Maher) 47. Bourdieu and alpine mountaineering: the distinction of high peaks, clean lines, and pure style (John Telford, Simon Beames) 48. The archaeology of the outdoor movement and the German development: In the beginning was the curiosity about the sublime (Peter Becker)49. Surfing, localism, place-based pedagogies, and ecological sensibilities in Australia (Rebecca Olive)