A Pedagogy of Place offers an alternative vision for outdoor education practice. This timely book calls into question some of the underlying assumptions and ‘truths’ about outdoor education, putting forward alternatives to current practice that are responsive to local conditions and cultural traditions. In this renewal of outdoor education philosophy and practice, the emphasis is upon responding to, and empathising with, the outdoors as particular places, rich in local meaning and significance. Current outdoor education theory and practice is influenced by cultural ideas about risk and adventure, and by psychological theories of personal and social development. However, in recent decades the professional discourse of outdoor education has made a noticeable shift to include education for the ‘environment’ and ‘nature’. This has resulted in a mismatch between theory and practice: traditional notions of proving oneself ‘against’ the challenges of the outdoors are antithetical to the development of an empathetic relationship with outdoor places, which growing concern with today’s environment demands. This book is the first of its kind to articulate a renewal of philosophy and practice for outdoor education that is in keeping with the educational needs of today’s young people as they grapple with considerable social and ecological changes in a rapidly changing world. The authors draw extensively on international, national and local literature and provide compelling case studies drawn from the Australian and New Zealand contexts.

Place pedagogy change is a work of creative experimentation in which we explore the ways in which pedagogies of place can enable the relational learning of connections between people, places and communities. In adding the element of place to the dynamic relations between teacher, learner, and knowledge, we articulate a pedagogy of ethical uncertainty. Ethical refers to our mutual responsibilities to others and to the more-than-human world, and uncertainty to the unpredictability inherent in our relationship with this world. In Place pedagogy change, we examine the nature of such innovative pedagogies as they emerged across the curriculum from early childhood to school and community education, and in teacher education. The book will provide a useful text for teachers and teacher eductors wishing to address questions of place and sustainability in educational research and practice.

This book is a rhizomatic curriculum autobiography that charts the author’s efforts to develop and promote Australian outdoor environmental education practices that are inclusive of, and responsive to, the places in which they are performed. Joining philosophical concepts created by Gilles Deleuze and Felix Guattari with William Pinar’s autobiographical method for curriculum inquiry, the author (re)considers the interrelated concepts, contexts and complex conversations with colleagues, students and others that have shaped his approach to curriculum, pedagogy and research for fifteen years or more. Emphasising the complexity of developing curricula and pedagogies that engage, in a respectful and generative way, with the natural and cultural history of the Australian continent, the author explicates and enacts his attempts to think differently about the cultural, curricular and pedagogical understandings that inform the practices of Australian outdoor environmental educators. Outdoor environmental education in Australia has historically been influenced by imported universalist ideas, particularly from the USA and the UK. However, during the last two decades a growing number of researchers in this field have challenged the applicability of such taken-for-granted approaches and advocated the development of curricula and pedagogies informed by the unique bio-geographical and cultural histories of the locations in which educational experiences take place. As this book demonstrates, Alistair Stewart is prominent among the vanguard of Australian outdoor environmental educators who have led such advocacy by combining practical experience with theoretical rigour.

Marking the centennial of the 1916 establishment of a professional program, Pedagogy and Place is the definitive text on the history of the Yale School of Architecture. Robert A. M. Stern, current dean of the school, and Jimmy Stamp examine its growth and change over the years, and they trace the impact of those who taught or studied there, as well as the architecturally significant buildings that housed the program, on the evolution of architecture education at Yale. Owing to the impressive number of notable practitioners who have attended or been affiliated with the school, this book also contributes a history, beyond Yale, of the architecture profession in the twentieth century. Featuring extensive archival research and illuminating firsthand accounts from alumni, faculty, and administrators, this well-rounded and engaging narrative is richly illustrated with historic photos of the school and its studios, images of student work, and important architectural achievements on and off campus.

With different pedagogic practices come different ways of examining them and fresh understandings of their implications and assumptions. It is the examination of these changes and developments that is the subject of this book. The authors examine a number of questions posed by the rapid march of globalisation, incuding: What is the role of the teacher, and how do we teach in the context of globalisation? What curriculum is appropriate when people and ideas become more mobile? How do the technologies of the internet and mobile phone impact upon what is learnt and by whom? The second edition of this important book has been fully updated and extended to take account of developments in technology, pedagogy and practice, in particular the growth of distance and e-learning.

This edited volume includes contributions on education within a world of challenges by authors with diverse experiences and perspectives. Together, the authors reflect on educational initiatives and life in democratic societies, arguing for an increased awareness of the educational processes at work within our contexts, places, and personal lives. Chapters argue that authority and knowledge belong to everyone and that these are found on every level of perceived educational hierarchies. This book calls for attention to be paid to the voices of teachers in school, students in the classroom, participants in a project, and researchers embedded in a community—highlighting that they all have something to teach about understanding the world all are working to create in an uncertain educational future.

Manufactured play equipment or loose parts? : examining the relationship between play materials and young children's creative play / Reyhaneh Mozaffar, Napier University -- Becoming naturish: ways of coming to know nature in the primary school / Cathy Francis, University of Aberdeen -- A view from China : reflecting on the participation of children and young people in urban planning / Yupeng Ren, Yantai University.