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chapterposted on 2023-05-22, 20:27 authored by Marcus MorseMarcus Morse, Jickling, B, Blenkinsop, S, Morse, P
The purpose of this chapter is to introduce emerging outdoor environmental educators to wild pedagogies. We begin by framing the challenges and conceptual ideas from which wild pedagogies arises, including ideas about the wild, wildness, and wilderness; questions about education and the nature of control; and concerns for emerging environmental realities. In using the term wild we seek to challenge dominant cultural ideas particularly in reference to control - of each other, of the more-than-human world and of education. Wild pedagogies rests on a premise that an important part of education can include intentional activities that provide a fertile field for purposeful experience without seeking to control the outcomes or those involved: hence wild pedagogies. The chapter also situates key underpinning ideas of wild pedagogies through the more practical touchstones - intended as provocations and reminders of what we are attempting.
Publication titleOutdoor Environmental Education in Higher Education: International Perspectives
EditorsG Thomas, J Dyment and H Prince
Department/SchoolFaculty of Education
Place of publicationSwitzerland
Rights statementCopyright 2021 The Author(s), under exclusive license to Springer Nature Switzerland AG