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‘Environmental awareness’ and rock climbing: changing pedagogies to enhance pro-environmental graduate attributes

Couper, PR and Porter, S (2016) ‘Environmental awareness’ and rock climbing: changing pedagogies to enhance pro-environmental graduate attributes. Journal of Geography in Higher Education, 40 (2). pp. 207-221.

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Abstract

Geography has long been seen as having a central role in education for sustainable development, and yet the degree to which a geographical education translates to personal capacities for action has been questioned (Robinson, 2014). Having struggled for some years to engage Outdoor Adventure Education students with physical geography science-based knowledge of the environment, we trialled a pedagogical shift to emphasise a relational, self-in-environment consciousness developed through autoethnography. We recount this experience to suggest that a similar approach may have potential to connect geography students’ cognitive knowledge of societies and environments with personal identities and capacities for action.

Item Type: Article
Additional Information: This is an Accepted Manuscript of an article published by Taylor & Francis in Journal of geography in higher education on 25/2/2016, available online: http://www.tandfonline.com/doi/full/10.1080/03098265.2016.1141187
Status: Published
DOI: https://doi.org/10.1080/03098265.2016.1141187
Subjects: G Geography. Anthropology. Recreation > G Geography (General)
L Education > LB Theory and practice of education > LB2300 Higher Education
School/Department: School of Humanities, Religion & Philosophy
URI: http://ray.yorksj.ac.uk/id/eprint/1284

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