Lect 3   Educational ideology in Outdoor Education
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Lect 3 Educational ideology in Outdoor Education

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What role education takes is determined by the underlying educational ideology. Here we explore two underlying ideologies of outdoor environmental education.

What role education takes is determined by the underlying educational ideology. Here we explore two underlying ideologies of outdoor environmental education.

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Lect 3   Educational ideology in Outdoor Education Lect 3 Educational ideology in Outdoor Education Presentation Transcript

  • OEEDU5001 Concepts in Outdoor Education Week three Educational 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
  • 1992VCE OEd fully established as human development and HNR.
  • 1996 Curriculum StandardsFramework Course Advice for OEd (P-10)
  • 2000VCE Outdoor & Environmental Studies merged OE and Enviro Studies
  • 2000 VET Outdoor Recreationcreated from national training package.Separated outdoor education from outdoor recreation.
  • 2009National 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!
  • 2012OE in HPE learning area of national curriculum
  • A motive of service beyond self interest. A distinctive contribution to make to society. ‘An ultimate good’Recognition by the public. Development of a specialised body ofSocial standing or remuneration. Quality knowledge experience. ‘Protection’ for members and clients. Recognised educational A code of ethics. process for admission. Monitoring of ethics Accreditation.
  • Mapping the Field More like More like adventure adventure therapy therapy More like More like group groupdevelopmentdevelopment(community) (community) Corporate Adventure training Connectionstherapy Connections (common ground) (common ground) Outdoor experiences Outdoor experiences More like Activity skills More like Activity skills personal Experiential learning personal Experiential learning development Environmental issues Environmental issues development Social & cultural justice Social & cultural justice Leadership & teaching Leadership & teaching Quality & research Quality & research Outdoor Outdoor recreation educationMore like traditionalMore like traditional More like critical More like criticaloutdoor recreation outdoor recreation outdoor education outdoor education
  • Connections (common ground) (common ground)Outdoor experiences Outdoor experiencesActivity skills Activity skillsExperiential learning Experiential learningEnvironmental issues Environmental issuesSocial & cultural justice Social & cultural justiceLeadership & teaching Leadership & teachingQuality & research Quality & 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 servesto fill certain roles as determined by social forces/government.The exact nature of this changes over time and space
  • What role education takes isdetermined by the underlying educational ideologyAn 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 workVocational • A prior determination of content Liberal • Preparation for life. Personal developmentprogressive • Curriculum based on major disciplines • Active social members to create a fairer and Socially less troubled world critical • Knowledge is socially constructed. Reflection and critique are central
  • Three broad educational ideologies • End job analysed and delineatedVocational • Master/teacher is authority • 3 ‘R’s’ to develop practical, social and Liberal expressive knowledgeprogressive • Progressively yields control, strong knowledge base Socially • More negotiated learning critical • Teachers as co-ordinator / facilitator
  • Three broad educational ideologies • Competency based assessmentVocational (CBT) • Reproduction of social order Liberal • Middle order knowing (Meritocracy)progressive • Serves conservative interests • High order critical thinking and Socially evaluation. Constructed knowledge critical • Critique and emancipation
  • Academic and VET pathways differ ideologically Responsive to Vocational Responsive to Academic research & workplace scholarship Critique of Analysis of current & future workplace practice Specific pre- More liberal as determined the future is tasks uncertain Assess thinking, Assess what embed students can do experience and time
  • DistinctionsThe practice of The practice ofOutdoor Recreation aims Critical Outdoor Educationto develop aims to developOpportunities for leisure, Understanding of human/natureenjoyment through: relationships, seeking:1. Competence mastery (skill 1. Personal ongoing relationship with development) subjective nature2. 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 bush4. Intellectual stimulation 4. Critique of cultural environmental practices (sustainability, land management)
  • Disconnections?The practice of The practice ofOutdoor Recreation aims Critical Outdoor Educationto develop aims to developMethods 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 Content central toOutdoor recreation Critical Outdoor Education• Outdoor living and travel skills for • outdoor living and travel skills for competence safety• Minimal environmental impact • ways of seeing and understanding skills/knowledge 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 theUniversity Academic Board throughpowers invested in it by FederalGovernment.Certification•When you graduate you will receivea degree qualification - one form ofcertification.
  • 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 certification A 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