Encyclopedia of Teacher Education

Living Edition
| Editors: Michael A. Peters

Culture, Role in Outdoor Learning

  • Takako TakanoEmail author
Living reference work entry
DOI: https://doi.org/10.1007/978-981-13-1179-6_364-1

Introduction

The human-nature relationship is a core of environmental and outdoor education, and culture informs how people relate to the natural world. Having acknowledged that peoples with different cultures think differently and have a variety of ways of expressing relationship with the environment, it becomes obvious that understandings of teaching and learning outdoors need to consider cultural dimensions especially when dealing with multicultural participants and groups. Showing examples from Alaska and Japan, this entry demonstrates that culture is inseparable from outdoor learning and broadens the significance of what the land teaches the learner.

What Is Culture

What does culture have to do with outdoor learning? And what, to begin with, is meant by “culture”?

Culture is certainly a very complex concept, yet dictionary definitions speak of culture as a way of life; as general customs, manners, beliefs, and values; and as the understandings of a particular group of people at a...

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References

  1. Altman, I. A., & Chemers, M. (1984). Culture and environment. Cambridge: Cambridge University Press.Google Scholar
  2. Barnhardt, R., & Kawagley, A. O. (2003). Center for learning and indigenous knowledge systems. Retrieved from Fairbanks, AK: http://www.ankn.uaf.edu/proposals/Google Scholar
  3. Kawagley, A. O. (1995). A Yupiaq worldview: A pathway to ecology and spirit. Prospect Heights: Waveland Press.Google Scholar
  4. Pullar, G., & Knecht, R. (1995). Alutiiq. In V. Chaussonnet (Ed.), Crossroads Alaska: Native cultures of Alaska and Siberia (pp. 14–15). Washington, DC: Smithsonian Institution.Google Scholar
  5. Takano, T., Higgins, P., & McLaughlin, P. (2009). Connecting with place: Implications of integrating cultural values into the school curriculum in Alaska. Environmental Education Research, 15(3), 343–370.CrossRefGoogle Scholar

Copyright information

© Springer Nature Singapore Pte Ltd. 2019

Authors and Affiliations

  1. 1.Faculty of Letters, Arts and SciencesWaseda UniversityTokyoJapan

Section editors and affiliations

  • John Quay
    • 1
  • Tonia Gray
    • 2
  • Peter Higgins
  1. 1.Melbourne Graduate School of EducationThe University of MelbourneUniversity of MelbourneAustralia
  2. 2.Centre for Educational Research, School of EducationWestern Sydney UniversityPenrithAustralia