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Curriculum Perspectives

, Volume 39, Issue 1, pp 103–107 | Cite as

Parental involvement in outdoor learning: crossing curriculum priorities

  • Thị Hồng Nhung NguyễnEmail author
Point and counterpoint
  • 31 Downloads

Introduction

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...

Notes

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Copyright information

© Australian Curriculum Studies Association 2019

Authors and Affiliations

  1. 1.School of EducationWestern Sydney UniversityPenrithAustralia

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