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This book brings together an international group of authors to discuss the outdoor environmental education (OEE) theory and practice that educators can use to support teaching and learning in higher education. The book contents are organised around a recently established list of threshold concepts that can be used to describe the knowledge and skills that university students would develop if they complete a major in outdoor education. There are six key sections: the theoretical foundations and philosophies of OEE; the pedagogical approaches and issues involved in teaching OEE; the ways in which OEE is a social, cultural and environmental endeavour; how outdoor educators can advocate for social justice; key approaches to safety management; and the need for on-going professional practice. The threshold concepts that form the premise of the book describe outdoor educators as creating opportunities for experiential learning using pedagogies that align their programme’s purpose and practice. Outdoor educators are place-responsive, and see their work as a social, cultural and environmental endeavour. They advocate for social and environmental justice, and they understand and apply safety principles and routinely engage in reflective practice. This book will provide clarity and direction for emerging and established outdoor educators around the world and will also be relevant to students and professionals working in related fields such as environmental education, adventure therapy, and outdoor recreation.
Greening the College Curriculum provides the tools college and university faculty need to meet personal and institutional goals for integrating environmental issues into the curriculum. Leading educators from a wide range of fields, including anthropology, biology, economics, geography, history, literature, journalism, philosophy, political science, and religion, describe their experience introducing environmental issues into their teaching. The book provides: a rationale for including material on the environment in the teaching of the basic concepts of each discipline guidelines for constructing a unit or a full course at the introductory level that makes use of environmental subjects sample plans for upper-level courses a compendium of annotated resources, both print and nonprint Contributors to the volume include David Orr, David G. Campbell, Lisa Naughton, Emily Young, John Opie, Holmes Rolston III, Michael E. Kraft, Steven Rockefeller, and others.
In Bring Back the Buffalo!, Ernest Callenbach argues that the return of the bison is the key to a sustainable future for the Great Plains. Vast stretches of the region have seen a steady decline in population and are ill-suited for traditional agriculture or cattle ranching. Yet those same areas provide ideal habitat for bison. Callenbach explores the past history, present situation, and future potential of bison in North America as he examines what can and should be done to re-establish bison as a significant presence in the American landscape. He looks forward with high hopes to a time when vast herds of buffalo provide permanent sustenance to the rural inhabitants of the Great Plains and again play a central role in the balance of nature.
This book breaks new ground in that its purpose is to "mainstream" teaching about the environment in higher education. Despite the holistic nature of the content, the book is structured-with two exceptions-around disciplinary chapters. The opening chapter, "Reinventing Higher Education," and the final chapter, "Reinventing the Classroom: Connected Teaching," provide an interdisciplinary frame for the book. Disciplinary chapters include anthropology, biology, economics, geography, history, literature, media and journalism, philosophy, political science, and religion. Each chapter begins with an introduction that asks, "What can the content and methodology of this discipline bring to the study of the environment?" and conversely, "What challenges and opportunities does this material create for teaching basic concepts in this discipline?" Sample plans are presented next, either for course units or for full courses. Material for introductory or lower division courses generally precedes that for advanced or upper division courses. The chapters each conclude with a resources section that includes teaching materials, print and nonprint, and background material for the instructor. (JRH)
This collection traces the development and findings of curriculum studies of environmental education since the mid-1970s. Based on a virtual special issue of the Journal of Curriculum Studies, the volume identifies a series of curriculum challenges for and from environmental education. These include key questions in curriculum politics, planning and implementation, including which educative experiences should a curriculum foster and why; what the scope of a worthwhile curriculum should be and how it should be decided, organised and reworked; why distinctive curricula are provided to different groups of students; and how curriculum should best be enacted and evaluated? The editor and contributors call for renewed attention to the possibilities for future directions in research, in light of previously published work and innovations in scholarship. They also offer critical commentary on curriculum, critique and crisis in environmental education, through new material and previous studies from the journal, by addressing three key themes: perspectives on curriculum and environment education; accounting for curriculum in environmental education; and changes in curriculum for environmental education.