As social, economic and environmental issues have become more promi-nent in the 21st century, there has been increased critical scrutiny into the ways that outdoor learning interacts with sustainability issues and concepts. As a result, a number of discourses have emerged which interro-gate human/nature relationships in traditional outdoor education and pro-pose greater engagement with place-responsive or sustainable approaches. Drawing on research with teachers in Aotearoa New Zealand, this article explores possible intersections between sustainability education outdoor learning. Accordingly, this article focuses on two key ideas: First, the nexus of experience and place offers significant promise for educational endeav-ours that seek to educate for a sustainable future. Second, traditional con-ceptions of wilderness as a pedagogical site, can be problematic for outdoor education programs which seek to claim the ground of sustainability. While there is much that can be gained from journeys in remote pristine environ-ments, not all of these experiences necessarily lead to the development of attitudes, understandings, skills, and motivation to live more sustainably. Furthermore, approaches to outdoor learning that seek to develop connec-tion to and care for remote, pristine places, at the same time ignoring more local or impacted places, could present a dichotomous view of ‘nature’ to students, thereby disrupting efforts to educate for sustainability.

Item Type:	Refereed Article
Keywords:	sustainability education, outdoor learning, place, experience
Research Division:	Education
Research Group:	Curriculum and pedagogy
Research Field:	Curriculum and pedagogy not elsewhere classified
Objective Division:	Education and Training
Objective Group:	Teaching and curriculum
Objective Field:	Teacher and instructor development
UTAS Author:	Hill, A (Dr Allen Hill)
ID Code:	86883
Year Published:	2013
Deposited By:	Education
Deposited On:	2013-10-30
Last Modified:	2014-11-25
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