Sors, Lucy and Whitfield, Louise (2025) Decolonising Outdoor Learning: Developing Connectedness Through Place-responsive Pedagogy Beyond the Early Years in England. 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 Publishing Limited, pp. 33-52

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Abstract

This chapter explores connections between child development, culture and place-responsiveness in outdoor learning (OL). Theoretical influences are traced from historical to contemporary educational thinking. Expanding the conversation beyond the Early Years (EY – 0 – 5 years old), this chapter embraces connectedness to inform place-responsive pedagogy and places a lens on Indigenous and local knowledge in curricula in Wales and New Zealand. Our broader aim is to adopt a decolonised, global view of place-responsive OL. This entails considering how different knowledge and values can provide children with opportunities to ‘meet themselves in relation to the world’ (Biesta, 2021). The challenges of negotiating this ‘meeting’ relate to broader socio-cultural and socio-political and environmental structures which shape outdoor encounters. This chapter expands a socio-cultural analysis to propose that slow, place-responsive pedagogy should be valued beyond the EY in England.

Item Type:	Book Section
Status:	Published
DOI:	10.1108/978-1-83608-190-620251004
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/12502

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