Nature-Based Solutions: Democratising the Outdoors to Be a Vaccine and a Salve for a Neoliberal and COVID-19 Impacted Society

Autor/inn/en	Dickson, Tracey J.; Gray, Tonia L.
Titel	Nature-Based Solutions: Democratising the Outdoors to Be a Vaccine and a Salve for a Neoliberal and COVID-19 Impacted Society
Quelle	In: Journal of Adventure Education and Outdoor Learning, 22 (2022) 4, S.278-297 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Dickson, Tracey J.) ORCID (Gray, Tonia L.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2022.2064887
Schlagwörter	Neoliberalism; COVID-19; Pandemics; Outdoor Education; Indigenous Knowledge; Educational Change; Environment; Health; Well Being; Experiential Learning; Standardized Tests; Educational Philosophy; Criticism; Social Problems; Urbanization; Risk; Climate; Obesity; Western Civilization; Foreign Countries; Educational Benefits; Australia + Suchen Sie Ihr Suchwort? Neo-liberalism; Neoliberalismus; Freiluftunterricht; Bildungsreform; Umwelt; Gesundheit; Well-being; Wellness; Wohlbefinden; Experiental learning; Erfahrungsorientiertes Lernen; Standadised tests; Standardisierter Test; Bildungsphilosophie; Erziehungsphilosophie; Kritik; Social problem; Soziales Problem; Urbanisation; Urbanisierung; Risiko; Klima; Adipositas; Ausland; Bildungsertrag; Australien
Abstract	Extant research reveals time in nature is causally associated with children's health and well-being, including a child's intra and interpersonal skills, socioemotional growth, physiological function, and cognitive development. In today's neoliberal and COVID-19 era, nature-based solutions, alongside a broader outdoor and experiential learning 'suite' may be well placed as both a vaccine and a salve for our current societal challenges. However, contemporary school education is underpinned by an audit or performative culture evidenced by standardised national testing that may diminish access to outdoor or nature-immersive experiences. Looking forward, the authors contend that contemporary education, and more broadly society, requires nature-rich experiences for a flourishing sustainable future. Drawing upon Foucault, this paper highlights the need to critique education and society's dominant ideologies and practices. These counter-narratives advocate for emancipatory change in contemporary education--especially infusing different voices such as Indigenous knowledges--offered in and through a democratised access to the outdoors. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01