Curriculum Perspectives

, Volume 39, Issue 1, pp 73–78 | Cite as

Integrating outdoor learning into the curriculum: an exploration in four nations

  • Rowena PassyEmail author
  • Peter Bentsen
  • Tonia Gray
  • Susanna Ho
Point and counterpoint


This paper explores an increasing awareness among policy-makers that learning outside can provide beneficial experiences for pupils in compulsory education. It has arisen from the work undertaken during a three-year UK Economic and Social Research Council International Networking and Partnership Award (ES/J019445/1), in which colleagues from Australia, Denmark, England and Singapore met regularly to discuss learning outside, to theorise activity and to disseminate research undertaken in each nation.

The global context: flows and connections

Bringing researchers together from four very different nations enabled us to think about trends within our own countries, and then more broadly to ideas of policy commonalities and differences across the globe. The idea of ‘flow’ has been prominent in globalisation literature, with Lewis and Lingard (2015, p.622) suggesting that we currently live in a dynamic, highly interconnected world of flows ‘of people, ideas, discourses and...


Outdoor learning Government policy models Culture change 



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Copyright information

© Australian Curriculum Studies Association 2019

Authors and Affiliations

  • Rowena Passy
    • 1
    Email author
  • Peter Bentsen
    • 2
    • 3
  • Tonia Gray
    • 4
  • Susanna Ho
    • 5
  1. 1.Institute of EducationUniversity of PlymouthPlymouthUK
  2. 2.Health PromotionSteno Diabetes Center Copenhagen, the Capital Region of DenmarkGentofteDenmark
  3. 3.Center for Outdoor Recreation and EducationUniversity of CopenhagenFredensborgDenmark
  4. 4.Centre for Educational Research, School of EducationWestern Sydney UniversityPenrithAustralia
  5. 5.Sports and Outdoor Education Branch, Ministry of Education, Student Development Curriculum DivisionSingaporeSingapore

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