Advertisement

Women’s Voices in the Outdoors

  • Jo Straker
Chapter
Part of the Palgrave Studies in Gender and Education book series (GED)

Abstract

The outdoors has layers of meaning which potentially influence our connection with the wider world. In outdoor education, these different meanings have lacked in-depth critique, yet they shape outdoor education practices. The lack of attention given to the complexity and ambiguity of “the outdoors” has allowed adventure and pursuit skills to dominate many programmes without full consideration being given to how those meanings influence their practices. In exploring how meanings of the outdoors shape practice, outdoor educators from various backgrounds shared stories about their personal and professional experiences. This chapter focuses on the stories of three female outdoor educators and highlights how emotional responses, vulnerability, embodied knowing, and relationships are attributes to be celebrated when working outdoors.

Keywords

Outdoor education Outdoor meanings Narrative 

References

  1. Allin, L., & Humberstone, B. (2006). Exploring careership in outdoor education and the lives of women outdoor educators. Sport, Education and Society, 11(2), 135–153.CrossRefGoogle Scholar
  2. Barbour, K. (2004). Embodied ways of knowing. Waikato Journal of Education, 10, 227–238.Google Scholar
  3. Boyes, M. A. (2012). Historical and contemporary trends in outdoor education. In D. Irwin, J. Straker, & A. Hill (Eds.), Outdoor education in Aotearoa New Zealand: A new vision for the Twenty First Century (pp. 26–45). Christchurch, New Zealand: CPIT.Google Scholar
  4. Cosgriff, M. (2008). What’s the story? Outdoor education in New Zealand in the 21st century. New Zealand Physical Educator, 41(3), 14.Google Scholar
  5. Cronon, W. (1996). The trouble with wilderness; or, getting back to the wrong nature. In W. Cronon (Ed.), Uncommon ground: Rethinking human place in nature (pp. 69–90). New York, NY: W. W. Norton and Company.Google Scholar
  6. Crump, B. (1960). A good keen man. Wellington, New Zealand: A. H. & A. W. Reed.Google Scholar
  7. Durie, M. (2001). Mauri Ora: The dynamics of Māori health. South Melbourne, Australia: Oxford University Press.Google Scholar
  8. Gidlow, B., Cushman, G., & Espiner, S. R. (2009). Recreational hunters, fishers and divers in North Canterbury: Outdoor enthusiasms in social contexts. Lincoln, New Zealand: Lincoln University.Google Scholar
  9. Glover, D. (1953). Arawata Bill. Christchurch, New Zealand: Pegasus Press.Google Scholar
  10. Hay, P. (2002). A companion to environmental thought. Edinburgh UK: Edinburgh University Press.Google Scholar
  11. Hill, A. (2011). Re-envisioning the status quo: Developing sustainable approaches to outdoor education in Aotearoa New Zealand. Unpublished doctoral dissertation, University of Otago, Dunedin, New Zealand.Google Scholar
  12. Irwin, D. (2008). Weaving the threads: Challenges that arise from educating for sustainability in outdoor education. Paper presented at the International Outdoor Recreation and Education Conference: The confluence, tutakitanga blending theory and practice, Lincoln University, Christchurch, New Zealand.Google Scholar
  13. Jones, M. (2004/2005). Is there a disconnection between outdoor education practices and outdoor education principles? Out and About, 13(29–32), 29–32.Google Scholar
  14. Lynch, P. (2006). Camping in the curriculum: A history of outdoor education in New Zealand schools. Canterbury: PML Publications.Google Scholar
  15. McManus, R. (2015). Women’s voices: Solace and social innovation in the aftermath of the 2010 Christchurch earthquakes. Women’s Studies Journal, 29(2), 22–41.Google Scholar
  16. Ministry of Education. (2004, March 26). Education outside the classroom (EOTC). Retrieved from http://eotc.tki.org.nz/EOTC-home
  17. NZOIA. (2016). New Zealand Association of Outdoor Instructors. Retrieved from http://www.nzoia.org.nz/instructors-and-guides
  18. Plumwood, V. (2004). Decolonizing relationships with nature. In W. M. Adams & M. Mulligan (Eds.), Decolonizing nature. London, UK: Earthscan.Google Scholar
  19. Quay, J., & Seaman, J. (2013). John Dewey and education outdoors: Making sense of the ‘educational situation’ through more than a century of progressive reforms. Rotterdam, The Netherlands: Sense Publishers.CrossRefGoogle Scholar
  20. Ross, K. (2008). Going bush: New Zealanders and nature in the twentieth century. Auckland, New Zealand: Auckland University Press.Google Scholar
  21. Straker, J. (2014). Meanings of ‘the outdoors’: Shaping outdoor education in Aotearoa New Zealand. Unpublished doctoral dissertation, The University of Waikato, Hamilton, NZ.Google Scholar
  22. Sutton-Turner, A. S. (1921). The first ascent of Mt. Cumine. The New Zealand Alpine Journal, III(11), 81–85.Google Scholar
  23. Thompson, J. (1921). The traverse of Mt Cook. The New Zealand Alpine Journal, III(10), 14–19.Google Scholar

Copyright information

© The Author(s) 2018

Authors and Affiliations

  • Jo Straker
    • 1
  1. 1.CanterburyNew Zealand

Personalised recommendations