lect 3 educational ideology in outdoor education
DESCRIPTION
What role education takes is determined by the underlying educational ideology. Here we explore two underlying ideologies of outdoor environmental education.TRANSCRIPT
OEEDU5001 Concepts in Outdoor Education
Week threeEducational ideology
History of Outdoor Education as a curriculum area in
Victoria
Outdoor Education gets green
• Squeeze on subjects at yr 12.• Growing public concern over
environmental issues. • Search for distinctive contributions
for OE
1992
VCE OEd fully established as human development and
HNR.
1996
Curriculum StandardsFramework Course Advice for
OEd (P-10)
2000
VCE Outdoor & Environmental Studies merged OE and
Enviro Studies
2000
VET Outdoor Recreationcreated from national training
package. Separated outdoor education from outdoor
recreation.
2009
National curriculum debateson inclusion of OE three foci,personal outdoor experience
(place), H.N.R. critique, management of
risk/outdoor skills.
2010
Labor state gov. pledgesAlternate year 9 experience with
OE as central pillar (70% support) – Loses election!
2012
OE in HPE learning area of national curriculum
Quality experience. ‘Protection’
for members and clients.
A motive of service beyond self
interest.
A distinctive contribution to
make to society.
‘An ultimate good’
Development of a specialised body of
knowledge
A code of ethics.
Monitoring of ethics
Recognised educational process for admission.
Accreditation.
Recognition by the public.
Social standing or remuneration.
Mapping the Field
Outdoor recreationOutdoor
recreationOutdoor
educationOutdoor
education
Corporate training
Corporate training
Adventure therapy
Adventure therapy
More like traditional outdoor recreation
More like traditional outdoor recreation
More like critical outdoor educationMore like critical
outdoor education
More like adventure
therapy
More like adventure
therapy
More like personal
development
More like personal
development
More like group
development (community)
More like group
development (community)
Connections(common ground)
Outdoor experiencesActivity skillsExperiential learningEnvironmental issuesSocial & cultural justiceLeadership & teachingQuality & research
Connections(common ground)
Outdoor experiencesActivity skillsExperiential learningEnvironmental issuesSocial & cultural justiceLeadership & teachingQuality & research
Connections(common ground)
Outdoor experiencesOutdoor experiencesActivity skillsActivity skillsExperiential learningExperiential learningEnvironmental issuesEnvironmental issuesSocial & cultural justiceSocial & cultural justiceLeadership & teachingLeadership & teachingQuality & researchQuality & research
Connections(common ground)
Outdoor experiencesOutdoor experiencesActivity skillsActivity skillsExperiential learningExperiential learningEnvironmental issuesEnvironmental issuesSocial & cultural justiceSocial & cultural justiceLeadership & teachingLeadership & teachingQuality & researchQuality & research
Accreditation differsTwo education systems exist in Australia
1. Specifies learning content and duration.
Eg. SPG, Degree (Academic model)
2. Specifies outcomes in terms of demonstrated behaviour.
Eg. Competency based Training (CBT) (Vocational model)
What is the role of education?
Education is political – it serves to fill certain roles as determined
by social forces/government.
The exact nature of this changes over time and space
What role education takes is determined by the underlying
educational ideology
An educational ideology = 2 meanings
1. Worldview
• shapes personal and group identity,
• provides a view of what the world should be like,
• acts as a guide and control on individuals and groups.
2. Hegemonic
• system of beliefs that render power asymmetrically.
• “Promotes the vested interests of the most powerful groups”
Three broad educational ideologies
• To prepare students for work• A prior determination of contentVocational
• Preparation for life. Personal development• Curriculum based on major disciplines
Liberal progressive
• Active social members to create a fairer and less troubled world
• Knowledge is socially constructed. Reflection and critique are central
Socially critical
Three broad educational ideologies
• End job analysed and delineated• Master/teacher is authorityVocational
• 3 ‘R’s’ to develop practical, social and expressive knowledge
• Progressively yields control, strong knowledge base
Liberal progressive
• More negotiated learning• Teachers as co-ordinator / facilitator
Socially critical
Three broad educational ideologies
• Competency based assessment (CBT)
• Reproduction of social orderVocational
• Middle order knowing (Meritocracy)• Serves conservative interests
Liberal progressive
• High order critical thinking and evaluation. Constructed knowledge
• Critique and emancipation
Socially critical
Academic and VET pathways differ ideologically
Responsive to workplace
Analysis of workplace
Specific pre-determined tasks
Assess what students can do
Vocational Responsive to research & scholarship
Critique of current & future practice
More liberal as the future is uncertain
Assess thinking, embed experience and time
Academic
DistinctionsThe practice of
Outdoor Recreation aims to develop
The practice of
Critical Outdoor Education aims to develop
Opportunities for leisure, enjoyment through:
Understanding of human/nature relationships, seeking:
1. Competence mastery (skill development)
1. Personal ongoing relationship with subjective nature
2. Escape (relaxation) 2. Sense of self as part of ecology of beings (extended web of relationships)
3. Socialisation (increased leisure options) 3. Increased environmental responsibility at home and in the bush
4. Intellectual stimulation 4. Critique of cultural environmental practices (sustainability, land management)
Disconnections?The practice of
Outdoor Recreation aims to develop
The practice of
Critical Outdoor Education aims to develop
Methods Methods
• Instructor or leader • Teacher or facilitator
• Experience as the essence • Experience is a means to moral/ethical issues
• Perceived freedom • Activities are a means to an end
• Activities for own sake
Disconnections?Content central to
Outdoor recreationContent central toCritical Outdoor Education
• Outdoor living and travel skills for competence
• outdoor living and travel skills for safety
• Minimal environmental impact skills/knowledge
• ways of seeing and understanding nature (construction of knowledge)
• Safety knowledge and skills • knowledge and experience of place (eg. Story/history)
• Places are venues for activity
Field control
Serves to maintain:• Motive of service• Body of knowledge (reifies that knowledge)• Ethical practices (defined by the motive)
Control in O.E. and O.R. is muddy
Accreditation & certification
Accreditation• usually used to refer to standards
and guidelines associated with programs or enterprises.
Certification• usually used in connection to
qualifications held by individuals.
For example:•The BEd is accredited by the University Academic Board through powers invested in it by Federal Government.
Certification•When you graduate you will receive a degree qualification - one form of certification.
In the outdoor field?
• Multiple types of certification and accreditation processes exist.
• Each has its own history and purpose.
• There have been various attempts to bring some of these together
Examples of accreditation Campsite accreditation by the Aust. Camping Association.
Program accreditation from the Outdoor Rec, Industry Council of
NSW.
Programs at TAFE accredited by NTA
Courses of study accredited for specific subject areas, by the Vic
Institute of Teachers (VIT)
Examples of certificationA degree or grad dip in outdoor
ed.
A single pitch guide certificate (ACIA)
A Cert. IV in Outdoor Rec.
A wilderness first aid certificate
Flatwater canoe instructor