Abstract
This chapter aims, first, to provide a brief introduction to ideas that are central to the heuristic called wild pedagogies [Jickling et al (eds.) (2018) Wild pedagogies: touchstones for re-negotiating education and the environment in the Anthropocene. Palgrave Macmillan]. We frame some of the background influences, challenges, that shaped its emergence. The second aim of the chapter is to directly examine three areas of educational understanding where, we suggest, outdoor educators can uniquely contribute to re-wilding education. These include the sections: broadening what counts as knowledge, the role of uncertainty in learning and living, the transformation of identity, and a place for bodily understanding. Here, we focus on how a particular cultural need for control and its alienation from the more-than-human have shaped a failing educational system. We then suggest that outdoor and environmental educators have a ranging set of pedagogical skills, orientations, ways of being “teacher,” that are often under-recognized, yet are aligned with responding to the educational challenges of our times. Finally, we offer a vignette that serves as an example of practice, but that also provides a platform to further examine ways of knowing, understanding, and being in, the world that exist beyond the tightly controlled boundaries of logic, linguistics, and even culture and hence what counts as resistance, rationality, knowledge, and identity.
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Notes
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Versions of the photographs and sample segments presented here were first published in Cultural Studies of Science Education (Jickling, 2015). The final publication is available at Springer via https://doi.org/10.1007/s11422-014-9587-y
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Jickling, B., Morse, M., Blenkinsop, S. (2023). Wild Pedagogies, Outdoor Education, and the Educational Imagination. In: Činčera, J., Johnson, B., Goldman, D., Alkaher, I., Medek, M. (eds) Outdoor Environmental Education in the Contemporary World. International Explorations in Outdoor and Environmental Education, vol 12. Springer, Cham. https://doi.org/10.1007/978-3-031-29257-6_12
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