In and out of Place: Exploring the Discursive Effects of Teachers' Talk about Outdoor Education in Secondary Schools in New Zealand

Autor/inn/en	Mikaels, Jonas; Backman, Erik; Lundvall, Suzanne
Titel	In and out of Place: Exploring the Discursive Effects of Teachers' Talk about Outdoor Education in Secondary Schools in New Zealand
Quelle	In: Journal of Adventure Education and Outdoor Learning, 16 (2016) 2, S.91-104 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1472-9679
DOI	10.1080/14729679.2015.1086660
Schlagwörter	Foreign Countries; Discourse Analysis; Teacher Attitudes; Secondary School Teachers; Outdoor Education; Educational Philosophy; Semi Structured Interviews; Risk; Safety; Learning Activities; Skill Development; Place Based Education; Teaching Methods; Adventure Education; Educational History; New Zealand + Suchen Sie Ihr Suchwort? Ausland; Diskursanalyse; Lehrerverhalten; Freiluftunterricht; Bildungsphilosophie; Erziehungsphilosophie; Risiko; Sicherheit; Lernaktivität; Kompetenzentwicklung; Qualifikationsentwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Adventure pedagogics; Abenteuerpädagogik; Erlebnispädagogik; History of education; Bildungsgeschichte; Neuseeland
Abstract	The purpose of this article is to explore and problematise teachers' talk about outdoor education in New Zealand. The focus is on what can be said, how it is said and the discursive effects of such ways of speaking. The inquiry draws on Foucauldian theoretical insights to analyse interview transcripts derived from semi-structured interviews with eight outdoor education teachers who work at secondary schools in New Zealand. Findings suggest that different discourses co-exist and are intertwined in the participants' talk. Associated with a dominating discourse of adventure are subdiscourses of risk and safety, pursuit-based activities, skill and assessment. Connected to a discourse of learning are subdiscourses of environment, sustainability and social critique. Resistance towards a dominating discourse of adventure with pursuit-based activities can be traced in a discourse of learning in the form of a more place-responsive pedagogy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01