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Learning landscapes through technology and movement: blurring boundaries for a more-than-human pedagogy


Jukes, S and Stewar, A and Morse, M, Learning landscapes through technology and movement: blurring boundaries for a more-than-human pedagogy, Journal of Adventure Education and Outdoor Learning pp. 1-18. ISSN 1472-9679 (2023) [Refereed Article]

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DOI: doi:10.1080/14729679.2023.2166543


Interest in the role of technology and movement is growing in outdoor environmental education (OEE) research. However, there are many unex-amined assumptions involving both non-digital technology and move-ment for outdoor learners. In this paper, we explore learning landscapes through non-digital technology and movement involving canoe journeys in south-eastern Australia. We examine ways that technology and move-ment come together to help shape learning orientations through situated examples from OEE fieldwork. Our investigations utilise posthumanist and process-relational theories for exploring onto-epistemological dimensions of outdoor learning. We bring such theory into conversation with photos, videos and student essays to analyse our fieldwork contexts. We highlight that technology and movement cannot be taken for granted; rather, they help constitute the ways we come to know places. We also acknowledge some cultural and conceptual aspects that overlap to influence learning. This paper offers alternative insights for learning landscapes and the mediating influence of technologies.

Item Details

Item Type:Refereed Article
Keywords:technology, outdoor, education, movement, posthumanism, more-thanhuman pedagogies
Research Division:Education
Research Group:Curriculum and pedagogy
Research Field:Curriculum and pedagogy theory and development
Objective Division:Education and Training
Objective Group:Teaching and curriculum
Objective Field:Pedagogy
UTAS Author:Morse, M (Dr Marcus Morse)
ID Code:155209
Year Published:2023
Deposited By:Education
Deposited On:2023-02-03
Last Modified:2023-02-03

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