Routledge International Handbook of Outdoor Studies

Introduction Section 1: Constructs and theoretical concepts Introduction 1. Foundation myths and the roots of adventure education in the Anglosphere 2. A German Theory of Adventure: A view on the Erlebnispaedagogik 3. Environmental Concerns and Outdoor Studies: Nature as fosterer 4. Outdoor Studies and a sound philosophy of experience 5. Healing the split head of Outdoor Recreation and Outdoor Education: Revisiting Indigenous knowledge from multiple perspectives 6. Health and wellbeing benefits of activities in the outdoors 7. Shifting perspectives on research in the outdoors Section 2: Formal Education in Outdoor Studies Introduction 8. The primacy of place in education in outdoor settings 9. Scandinavian Early Childhood Education: Spending time in the outdoors 10. Supporting early learning outdoors in the UK: culture clash and concord 11. Curricular Outdoor Learning in Scotland: from practice to policy 12. Teaching trainee teachers about Outdoor Education 13. Pedagogic practice in higher education in the UK 14. Formal curricular initiatives and evaluation in the UK Section 3: Non-formal education and training in/for/about the outdoors Introduction 15. Careers in the outdoors 16. Beyond training for tolerance in Outdoor Experiential Education: More than just leadership 17. Professional accreditation in UK outdoor sector 18. Certification in outdoor programmes 19. Ethical considerations in Outdoor Studies research 20. Adventure Education: Crucible, catalyst, and inexact 21. Challenge course programming: On the rise or in compromise? 22. The camp experience: Learning through the outdoors 23. Sail training 24. Forest School in the United Kingdom 25. Adventure Therapy: Developing Therapeutic Outdoor Practice 26. Connecting People to Experiences through Reviewing and Reflection Section 4: International voices and cultural interpretations Introduction 27. Inclusion of Outdoor Education in the formal school curriculum: Singapore's journey 28. Friluftsliv: Nature friendly adventures for all 29. Turistika activities, Dramaturgy and the Czech outdoor experience 30. Outdoor Studies in Japan 31. Using outdoor adventure to contribute to peace: The case of Kenya 32. Outdoor activities in Brazilian educational camps Section 5: Social and environmental justice and Outdoor Studies Introduction 33. Race, ethnicity, and Outdoor Studies: Trends, challenges, and forward momentum 34. Equality and inclusion in the outdoors: Accessing nature and the outdoors from Indian perspectives 35. Gender in Outdoor Studies 36. Age and the outdoors 37. Disability and the outdoors: Some considerations for inclusion 38. Spirituality and the outdoors 39. Outdoor education, environment and sustainability. Youth, society and environment 40. Land management and outdoor recreation in UK Section 6: Transdisciplinary and interdisciplinary approaches to understanding and exploring outdoor studies Introduction 41. Experiential learning: towards a multi-disciplinary perspective 42. Enskilment and place-responsiveness in outdoor studies: Ways of life 43. Outdoor Education, safety, and risk in the light of serious accidents 44. Challenges in adventures sports coaching 45. Adventure tourism 46. Ecotourism: Outdoor Pedagogy at the Periphery 47. Bourdieu and alpine mountaineering: the distinction of high peaks, clean lines, and pure style 48. The archaeology of the outdoor movement and the German development: In the beginning was the curiosity about the sublime 49. Surfing, localism, place-based pedagogies, and ecological sensibilities in Australia