Leave No Trace and Sustainability Education: Taking a Dialectical Approach
DOI:
https://doi.org/10.18666/JOREL-2023-11655Keywords:
outdoor education, pedagogy, sustainability, minimum impact practicesAbstract
Leave No Trace (LNT) is globally the most widely accepted minimum impact program and has been linked to behavior change and the maintenance of a range of ecological measures. Critiques of LNT have emerged, including that LNT ignores wider impacts that contribute to climate change and diverse world views. Many outdoor education students carefully follow LNT practices. When students encounter these critiques, they often conclude either that LNT is effective and the detractors are misplaced or that LNT should be abandoned, thereby avoiding deep engagement. Education must prepare students for the contested project of creating a sustainable future. We argue that LNT shows considerable promise as a context for learning through dialectical approaches where students must engage with divergent articles and examples. LNT can be used to help students understand that taking informed action is important. LNT can also be used to show that there are no innocent actions.
References
References:
Author (2013)
Author (2020)
Alagona, P., & Simon, G. (2012, 2012/03/01). Leave No Trace Starts at Home: A Response to Critics and Vision for the Future. Ethics, Policy & Environment, 15(1), 119-124. https://doi.org/10.1080/21550085.2012.672695
Backman, C. L., Vaske, J. J., Lawhon, B., Vagias, W. M., Newman, P., Coulson, E., & Taff, B. D. (2018). Visitors’ views of Leave No Trace principles across a national park, a national forest, and three state parks. Journal of Park and Recreation Administration, 36(4), 41-54. https://doi.org/10.18666/JPRA-2018-V36-I4-8841
Blye, C.-J., & Halpenny, E. (2020). Do Canadians Leave No Trace? Understanding Leave No Trace attitudes of frontcountry and backcountry overnight visitors to Canadian provincial parks. Journal of Outdoor Recreation and Tourism, 29, 100258. https://doi.org/10.1016/j.jort.2019.100258
Bourke, S., & Meppem, T. (2000). Privileged narratives and fictions of consent in environmental discourse. Local Environment, 5(3), 299-310. https://doi.org/10.1080/13549830050134248
Brown, M., & Beames, S. (2016). Adventurous learning - inside and outside the classroom. New Zealand Education Review, 7(2), 30.
Buchanan, I. (2018a). Binary opposition. Oxford University Press. Retrieved 10. Feb. 2022, 2022, from https://www.oxfordreference.com/view/10.1093/acref/9780198794790.001.0001/acref-9780198794790-e-84
Buchanan, I. (2018b). Dialectic. Oxford University Press. https://www-oxfordreference-com.ezproxy.canterbury.ac.nz/view/10.1093/acref/9780198794790.001.0001/acref-9780198794790-e-183?rskey=72xjhD&result=193 https://doi.org/10.1093/acref/9780198794790.013.0084
Carr, A. (2000). Critical theory and the management of change in organizations. Journal of Organizational Change Management, 13(3), 208-220. https://doi.org/10.1108/09534810010330869
Clark, B. G., Maples, J. N., & Sharp, R. L. (2020). Awareness and application of minimum impact practices among rock climbers in the Red River Gorge, Kentucky. Journal of Outdoor and Environmental Education, 23(1), 73-86. https://doi.org/10.1007/s42322-019-00048-0
Cronon, W. (1996). The trouble with wilderness; or, getting back to the wrong nature. In W. Cronon (Ed.), Uncommon ground: Rethinking the human place in nature (pp. 69-90). WW Norton & Company.
Douglas, H. (n.d.). Etymology of dialectic. Retrieved 01. March 2022, from https://www.etymonline.com/word/dialectic
Finlayson, A. (1999). Language. In A. Fidelma, A. Finlayson, M. Lloyd, I. MacKenzie, J. Martin, & S. O'Neill (Eds.), Contemporary social and political theory: An introduction. (pp. 47-87). Open University Press.
Grbich, C. (2004). New approaches in social research. SAGE Publications Ltd. https://doi.org/10.4135/9781849209519
Herdin, T. (2012). Deconstructing typologies: Overcoming the limitations of the binary opposition paradigm. The International Communication Gazette, 74(7), 603-618. https://doi.org/10.1177/1748048512458557
Hill, A. (2012). Developing approaches to outdoor education that promote sustainability education. Australian Journal of Outdoor Education, 16(1), 15-27.
Hill, A., & Brown, M. (2014, 2014/09/02). Intersections between place, sustainability and transformative outdoor experiences. Journal of Adventure Education and Outdoor Learning, 14(3), 217-232. https://doi.org/10.1080/14729679.2014.918843
Hills, D., & Thomas, G. (2020, 2020/04/02). Digital technology and outdoor experiential learning. Journal of Adventure Education and Outdoor Learning, 20(2), 155-169. https://doi.org/10.1080/14729679.2019.1604244
Hipkins, R., Bolstad, R., Boyd, S., & McDowall, S. (2014). Key competencies for the future. New Zealand Council for Educational Research.
Hughes, C. (2002). Meanings, games and contests. In C. Hughes (Ed.), Key concepts in feminist theory and research (pp. 11-32). SAGE Publications, Ltd. https://doi.org/10.4135/9780857024459
Intergovernmental Panel on Climate Change. (2019). Climate change and land: An IPCC special report on climate change, desertification, land degradation, sustainable land management, food security, and greenhouse gas fluxes in terrestrial ecosystems.
Irwin, D., & Straker, J. (2014, 12//). Tenuous affair: Environmental and outdoor education in Aotearoa New Zealand [Article]. Australian Journal of Environmental Education, 30(2), 151-166. https://doi.org/10.1017/aee.2015.9
Kelemen, M. L., & Rumens, N. (2008). Deconstructionism In An introduction to critical management research (pp. 68-83). SAGE Publications
Leave No Trace New Zealand. (2016). Pocket Guide. Leave No Trace New Zealand,. https://leavenotrace.org.nz/resources/
Leave No Trace New Zealand. (2022, April). I work in the outdoors industry and am firmly committed to minimising the impact that I and the groups I work with have Facebook. https://www.facebook.com/LNTNZ/photos/a.1648002292153032/3309283689358209/?notif_id=1651125632520173¬if_t=page_post_reaction&ref=notif
Loynes, C. (2018). Leave more trace. Journal of Outdoor Recreation, Education, and Leadership, 10(3), 179-186. https://doi.org/10.18666/JOREL-2018-V10-I3-8444
Lugg, A. (2007). Developing sustainability-literate citizens through outdoor learning: possibilities for outdoor education in Higher Education. Journal of Adventure Education and Outdoor Learning, 7(2), 97-112. https://doi.org/10.1080/14729670701609456
Marion, J. L., Lawhon, B., Vagias, W. M., & Newman, P. (2011). Revisiting ‘Beyond Leave No Trace’. Ethics, Policy & Environment, 14(2), 231-237.
Marion, J. L., & Reid, S. E. (2001). Development of the US Leave No Trace program: an historical perspective. Enjoyment and Understanding of the National Heritage, 81-92.
Marris, E. (2014). Let kids run wild in the woods. What if everyone picked a flower? Maybe they'd care more about nature. SLATE. Retrieved 27. April, 2022, from https://slate.com/technology/2014/05/kid-play-zones-in-parks-leave-no-trace-inhibits-fun-and-bonding-with-nature.html
Martin, P. (2008). Teacher qualification guidelines, ecological literacy and outdoor education. Australian Journal of Outdoor Education, 12(2), 32-38. https://doi.org/10.1007/BF03400868
Miller, J., Hill, E., Shellman, A., Ramsing, R., & Lawhon, B. (2014). Measuring the effectiveness of the leave no trace PEAK program. Journal of Youth Development, 9(2).
Mills, A. J., Durepos, G., & Wiebe, E. (2010). Deconstruction. SAGE Publications. Retrieved 27. Feb. 2022, https://methods.sagepub.com/reference/encyc-of-case-study-research
Mullins, P. M. (2018). Toward a participatory ecological ethic for outdoor activities: Reconsidering traces. In B. S. R. Grimwood, K. Caton, & L. Cooke (Eds.), New Moral Natures in Tourism (1 ed., pp. 149-164). Routledge. https://doi.org/10.4324/9781315265117-11
New Zealand Petroleum & Minerals. (2018). Pounamu management areas Ministry of Business, Innovation & Employment Retrieved 27. April, 2022, from https://www.nzpam.govt.nz/permits/minerals/compliance/pounamu-management-areas/#:~:text=The%20Ngai%20Tahu%20(Pounamu%20Vesting,takiw%C4%81%20of%20Ng%C4%81i%20Tahu%20Wh%C4%81nui.
Ngāi Tahu. (2020). Poutini Waitaiki Retrieved 15. April 2022, https://ngaitahu.iwi.nz/wp-content/uploads/2020/04/Poutini-Waitaiki.pdf
Ngāi Tahu. (n.d.). Te Rūnanga o Ngāi Tahu Retrieved 27. April 2022, from https://ngaitahu.iwi.nz/te-runanga-o-ngai-tahu/
North, C. (2020). Interrogating authenticity in outdoor education teacher education: applications in practice (1st 2020. ed., Vol. 21). Springer
O'Leary, Z. (2007). Dialectic. In The social science jargon buster: The key terms you need to know (pp. 67-68). SAGE Publications Ltd. https://doi.org/10.4135/9780857020147
Rawles, K. (2013). Outdoor adventure in a carbon-light era. In E. C. J. Pike & S. Beames (Eds.), Outdoor Adventure and Social Theory (pp. 159-170). Routledge. https://doi.org/10.4324/9780203114773-22
Schwartz, F., Taff, B. D., Lawhon, B., Hodge, C., Newman, P., & Will, E. (2018). Will they leave what they find? The efficacy of a Leave No Trace education program for youth. Applied Environmental Education and Communication, 17(4), 299-309. https://doi.org/10.1080/1533015X.2017.1411217
Simon, G. L., & Alagona, P. S. (2009). Beyond leave no trace. Ethics Place and Environment, 12(1), 17-34.
Taff, B. D., Newman, P., Vagias, W. M., & Lawhon, B. (2014). Comparing day-users’ and overnight visitors’ attitudes concerning Leave No Trace. Journal of Outdoor Recreation, Education, and Leadership, 6(2), 133-146.
Thorpe, R., & Holt, R. (2011). Dialectic. In The SAGE dictionary of qualitative management research (pp. 75-76). SAGE Publications Ltd https://doi.org/10.4135/9780857020109
United Nations. (1987). Report of the World Commission on Environment and Development. Oxford University Press. http://www.un.org/documents/ga/res/42/ares42-187.htm
Vagias, W. M., & Powell, R. B. (2010). Backcountry visitors Leave No Trace attitudes. International Journal of Wilderness, 16(3), 21-27.
Vagias, W. M., Powell, R. B., Moore, D. D., & Wright, B. A. (2012). Development, psychometric qualities, and cross-validation of the Leave No Trace Attitudinal Inventory and Measure (LNT AIM). Journal of Leisure Research, 44(2), 234-256. https://doi.org/10.1080/00222216.2012.11950263
Vagias, W. M., Powell, R. B., Moore, D. D., & Wright, B. A. (2014). Predicting behavioral intentions to comply with recommended Leave No Trace practices. Leisure Sciences, 36(5), 439-457. https://doi.org/10.1080/01490400.2014.912168
van Kraalingen, I. (2021). A systematized review of the use of mobile technology in outdoor learning. Journal of Adventure Education and Outdoor Learning, 1-19. https://doi.org/10.1080/14729679.2021.1984963
Vaughan, A. (2016). Humans have destroyed a tenth of earth's wilderness in 25 years - study. The Guadian. Retrieved 27. April 2022, from https://www.theguardian.com/environment/2016/sep/08/humans-have-destroyed-a-tenth-of-earths-wilderness-in-25-years-study
Wals, A. E. J. (2010). Between knowing what is right and knowing that is it wrong to tell others what is right: on relativism, uncertainty and democracy in environmental and sustainability education. Environmental Education Research, 16(1), 143-151. https://doi.org/10.1080/13504620903504099
Wals, A. E. J., & Jickling, B. (2002). “Sustainability” in higher education: from doublethink and newspeak to critical thinking and meaningful learning. International Journal of Sustainability in Higher Education, 3(3), 221-232. https://doi.org/10.1108/14676370210434688
World Commission on Environment Development. (1987). Our common future. Oxford University Press.
Wu, C. C., Li, C. W., & Wang, W. C. (2021). Low-impact hiking in natural areas: A study of nature park hikers' negative impacts and on-site leave-no-trace educational program in Taiwan. Environmental Impact Assessment Review, 87, 106544.
Downloads
Published
Issue
Section
License
Sagamore Publishing LLC (hereinafter the “Copyright Owner”)
Journal Publishing Copyright Agreement for Authors
PLEASE REVIEW OUR POLICIES AND THE PUBLISHING AGREEMENT, AND INDICATE YOUR ACCEPTANCE OF THE TERMS BY CHECKING THE ‘AGREE TO THE TERMS OF THIS COPYRIGHT NOTICE’ CHECKBOX BELOW.
I understand that by submitting an article to Journal of Outdoor Recreation, Education, and Leadership, I am granting the copyright to the article submitted for consideration for publication in Journal of Outdoor Recreation, Education, and Leadership to the Copyright Owner. If after consideration of the Editor of the Journal of Outdoor Recreation, Education, and Leadership, the article is not accepted for publication, all copyright covered under this agreement will be automatically returned to the Author(s).
THE PUBLISHING AGREEMENT
Assignment of Copyright
I hereby assign to the Copyright Owner the copyright in the manuscript I am submitting in this online procedure and any tables, illustrations or other material submitted for publication as part of the manuscript in all forms and media (whether now known or later developed), throughout the world, in all languages, for the full term of copyright, effective when the article is accepted for publication.
Reversion of Rights
Articles may sometimes be accepted for publication but later be rejected in the publication process, even in some cases after public posting in “Articles in Press” form, in which case all rights will revert to the Author.
Retention of Rights for Scholarly Purposes
I understand that I retain or am hereby granted the Retained Rights. The Retained Rights include the right to use the Preprint, Accepted Manuscript, and the Published Journal Article for Personal Use and Internal Institutional Use.
All journal material is under a 12 month embargo. Authors who would like to have their articles available as open access should contact Sagamore-Venture for further information.
In the case of the Accepted Manuscript and the Published Journal Article, the Retained Rights exclude Commercial Use, other than use by the author in a subsequent compilation of the author’s works or to extend the Article to book length form or re-use by the author of portions or excerpts in other works.
Published Journal Article: the author may share a link to the formal publication through the relevant DOI.
Author Representations
- The Article I have submitted to the journal for review is original, has been written by the stated author(s) and has not been published elsewhere.
- The Article was not submitted for review to another journal while under review by this journal and will not be submitted to any other journal.
- The Article contains no libelous or other unlawful statements and does not contain any materials that violate any personal or proprietary rights of any other person or entity.
- I have obtained written permission from copyright owners for any excerpts from copyrighted works that are included and have credited the sources in the Article.
- If the Article was prepared jointly with other authors, I have informed the co-author(s) of the terms of this Journal Publishing Agreement and that I am signing on their behalf as their agent, and I am authorized to do so.