Parental involvement in outdoor learning: crossing curriculum priorities
- 31 Downloads
When we look for “global perspectives” in outdoor learning, it seems that an English-only, Western-centric standpoint typically informs its curriculum (Newbery 2012; Root 2010; Stewart 2004). In 2014, as a matter of strategic priority, the Office for Learning and Teaching funded a project to develop global perspectives for educating Australian university graduates to make life/work connections with people throughout Asia in relation to global warming and climate change (Singh et al. 2016). Elaborating on that study and Gray’s (2018) research, this paper takes a step in the direction of a more global perspective in outdoor learning. Specifically, this paper connects parental involvement in outdoor learning in Vietnam and Australia to the “cross-curriculum priorities” (Australian Curriculum, Assessment and Reporting Authority [ACARA] 2011) shaping philosophical debates and epistemological understandings in this field. Through focusing on parental involvement in outdoor...
- Allison, D. (2011). Learning our literacy lessons. Australian Journal of Language and Literacy, 34(2), 181–201.Google Scholar
- Australian Curriculum, Assessment and Reporting Authority (ACARA). (2011). Cross-curriculum priorities. Retrieved from http://docs.acara.edu.au/resources/Shape_of_the_Australian_Curriculum_Geography.pdf. Accessed 22 Aug 2018.
- Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). Information and communication technology (ICT) capability: Organising elements. Retrieved from https://www.australiancurriculum.edu.au/media/1074/general-capabilities-information-and-communication-ict-capability-learning-continuum.pdf. Accessed 22 Aug 2018.
- Australian Institute for Teaching and School Leadership (AITSL). (2011). Australian professional standards for teachers. Melbourne: Author.Google Scholar
- Barnes, M., Moore, D., & Almeida, S. (2018). Sustainability in Australian schools, Prospects, 1–16.Google Scholar
- Berlak, A., & Berlak, H. (1981). Dilemmas of schooling. New York: Methuen.Google Scholar
- Blades, G. (2015). Walking the ground. In M. Robertson, R. Lawrence, & G. Heath (Eds.), Experiencing the outdoors (pp. 13–24). Rotterdam: Sense Publishers.Google Scholar
- Ellis, C., Adams, T., & Bochner, A. (2011). Autoethnography. Historical Social Research/Historische Sozialforschung, 12(1), 273–290.Google Scholar
- Gray, T., Truong, S., Reid, C., Ward, K., Singh, M., & Jacobs, M. (2018). Vertical schools and green space: Canvassing the literature. https://doi.org/10.26183/5bd93af6a3ca5
- Hill, N., Witherspoon, D., & Bartz, D. (2018) Parental involvement in education during middle school. The Journal of Educational Research, 111(1), 12–27. https://doi.org/10.1080/00220671.2016.1190910.
- Newbery, L. (2012). Canoe pedagogy and colonial history. Canadian Journal of Environmental Education, 17, 30–45.Google Scholar
- Root, E. (2010). This land is our land? Canadian Journal of Environmental Education, 15, 103–119.Google Scholar
- Singh, M., Han, J., Nguyen, T., & Howard, E. (2016). Intercultural experience for local/global citizenship. In Local global citizenship in higher education – A framework and case studies for curriculum development (pp. 1–11). Melbourne: Office for Learning and Teaching.Google Scholar
- UNESCO. (2017). Education for sustainable development goals. Retrieved from http://unesdoc.unesco.org/images/0024/002474/247444e.pdf. Accessed 22 Aug 2018.