Re-Placing Outdoor Education: Diversity, Inclusion, and the Microadventures of the Everyday

Authors

  • Jay W. Roberts Earlham College

DOI:

https://doi.org/10.18666/JOREL-2018-V10-I1-8152

Keywords:

place-based education, diversity, outdoor education, microadventure

Abstract

With the increased emphasis on sustainability and place-based education, along with a heightened sense of awareness of diversity and inclusion issues in outdoor education, the time has come to critically examine the long-held trip and expedition construct within the outdoor education field. This paper will explore the theoretical influences of Romanticism on the field and connect these influences to long-standing and unresolved issues of diversity and inclusion in outdoor education. Using the romantic concept of the “sublime,” I argue that outdoor and adventure education have traditionally settled around the organizing motif of the trip and the expedition in contrast with local and everyday experiences, and as a result, these frameworks have caused the field to miss opportunities for wider acceptance and usage as well as solidarity with like-minded pedagogies in environmental and place-based education. In this paper, I claim that a critical awareness of the romantic legacy, combined with a renewed focus on the concept of place and everyday experiences, will allow the fields of outdoor and adventure education to expand in influence and inclusion. Subscribe to JOREL

Author Biography

Jay W. Roberts, Earlham College

Jay Roberts is the Associate V.P. of Academic Affairs and a professor of Education at Earlham College.

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Published

2018-01-25