Sors, Lucy (2025) Inclusive and Holistic Practice in Place-responsive Outdoor Learning. In: Sors, Lucy and Unsworth, Ruth ORCID: https://orcid.org/0000-0002-4900-3590, (eds.) The BERA Guide to Outdoor Learning: Place-responsive Pedagogy in Educational Research and Practice. Emerald, pp. 53-81

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Abstract

This chapter aims to promote inclusion in outdoor learning (OL) through practice that empowers agency, access and participation. Embracing learning as a cultural process, inclusion in OL recognises and supports diversity through pedagogical design that responds to people and places. Meaningful processes of co-construction provide insight into how OL can embrace individual interests and identities, inform expectations and support anticipatory planning within critical, holistic and adaptive practice. The chapter places particular focus on including children and young people with Special Educational Needs (SEN) and/or disabilities through pedagogy that celebrates and understands difference. I introduce ‘critical adaptive pedagogy’ and other practical tools to suggest how barriers can be anticipated, identified and addressed to plan inclusive OL environments and experiences. This involves a continuous cycle of co-construction, anticipation, planning, response and critical thinking. The chapter exemplifies a holistic and inclusive approach that can be applied to any context and every individual, to ensure that all learners can access and participate in meaningful, challenging OL opportunities.

Item Type:	Book Section
Status:	Published
DOI:	10.1108/978-1-83608-190-620251005
Subjects:	L Education > LB Theory and practice of education
School/Department:	School of Education, Language and Psychology
URI:	https://ray.yorksj.ac.uk/id/eprint/12500

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