Lect 3 Educational ideology in Outdoor Education

OEEDU5001 Concepts in Outdoor Education

Week threeEducational ideology

History of Outdoor Education as a curriculum area in

Victoria

Outdoor Education gets green

• Squeeze on subjects at yr 12.• Growing public concern over

environmental issues. • Search for distinctive contributions

for OE

1992

VCE OEd fully established as human development and

HNR.

1996

Curriculum StandardsFramework Course Advice for

OEd (P-10)

2000

VCE Outdoor & Environmental Studies merged OE and

Enviro Studies

2000

VET Outdoor Recreationcreated from national training

package. Separated outdoor education from outdoor

recreation.

2009

National curriculum debateson inclusion of OE three foci,personal outdoor experience

(place), H.N.R. critique, management of

risk/outdoor skills.

2010

Labor state gov. pledgesAlternate year 9 experience with

OE as central pillar (70% support) – Loses election!

2012

OE in HPE learning area of national curriculum

Quality experience. ‘Protection’

for members and clients.

A motive of service beyond self

interest.

A distinctive contribution to

make to society.

‘An ultimate good’

Development of a specialised body of

knowledge

A code of ethics.

Monitoring of ethics

Recognised educational process for admission.

Accreditation.

Recognition by the public.

Social standing or remuneration.

Mapping the Field

Outdoor recreationOutdoor

recreationOutdoor

educationOutdoor

education

Corporate training

Corporate training

Adventure therapy

Adventure therapy

More like traditional outdoor recreation

More like traditional outdoor recreation

More like critical outdoor educationMore like critical

outdoor education

More like adventure

therapy

More like adventure

therapy

More like personal

development

More like personal

development

More like group

development (community)

More like group

development (community)

Connections(common ground)

Outdoor experiencesActivity skillsExperiential learningEnvironmental issuesSocial & cultural justiceLeadership & teachingQuality & research

Connections(common ground)

Outdoor experiencesActivity skillsExperiential learningEnvironmental issuesSocial & cultural justiceLeadership & teachingQuality & research

Connections(common ground)

Outdoor experiencesOutdoor experiencesActivity skillsActivity skillsExperiential learningExperiential learningEnvironmental issuesEnvironmental issuesSocial & cultural justiceSocial & cultural justiceLeadership & teachingLeadership & teachingQuality & researchQuality & research

Connections(common ground)

Outdoor experiencesOutdoor experiencesActivity skillsActivity skillsExperiential learningExperiential learningEnvironmental issuesEnvironmental issuesSocial & cultural justiceSocial & cultural justiceLeadership & teachingLeadership & teachingQuality & researchQuality & research

Accreditation differsTwo education systems exist in Australia

1. Specifies learning content and duration.

Eg. SPG, Degree (Academic model)

2. Specifies outcomes in terms of demonstrated behaviour.

Eg. Competency based Training (CBT) (Vocational model)

What is the role of education?

Education is political – it serves to fill certain roles as determined

by social forces/government.

The exact nature of this changes over time and space

What role education takes is determined by the underlying

educational ideology

An educational ideology = 2 meanings

1. Worldview

• shapes personal and group identity,

• provides a view of what the world should be like,

• acts as a guide and control on individuals and groups.

2. Hegemonic

• system of beliefs that render power asymmetrically.

• “Promotes the vested interests of the most powerful groups”

Three broad educational ideologies

• To prepare students for work• A prior determination of contentVocational

• Preparation for life. Personal development• Curriculum based on major disciplines

Liberal progressive

• Active social members to create a fairer and less troubled world

• Knowledge is socially constructed. Reflection and critique are central

Socially critical

Three broad educational ideologies

• End job analysed and delineated• Master/teacher is authorityVocational

• 3 ‘R’s’ to develop practical, social and expressive knowledge

• Progressively yields control, strong knowledge base

Liberal progressive

• More negotiated learning• Teachers as co-ordinator / facilitator

Socially critical

Three broad educational ideologies

• Competency based assessment (CBT)

• Reproduction of social orderVocational

• Middle order knowing (Meritocracy)• Serves conservative interests

Liberal progressive

• High order critical thinking and evaluation. Constructed knowledge

• Critique and emancipation

Socially critical

Academic and VET pathways differ ideologically

Responsive to workplace

Analysis of workplace

Specific pre-determined tasks

Assess what students can do

Vocational Responsive to research & scholarship

Critique of current & future practice

More liberal as the future is uncertain

Assess thinking, embed experience and time

Academic

DistinctionsThe practice of

Outdoor Recreation aims to develop

The practice of

Critical Outdoor Education aims to develop

Opportunities for leisure, enjoyment through:

Understanding of human/nature relationships, seeking:

1. Competence mastery (skill development)

1. Personal ongoing relationship with subjective nature

2. Escape (relaxation) 2. Sense of self as part of ecology of beings (extended web of relationships)

3. Socialisation (increased leisure options) 3. Increased environmental responsibility at home and in the bush

4. Intellectual stimulation 4. Critique of cultural environmental practices (sustainability, land management)

Disconnections?The practice of

Outdoor Recreation aims to develop

The practice of

Critical Outdoor Education aims to develop

Methods Methods

• Instructor or leader • Teacher or facilitator

• Experience as the essence • Experience is a means to moral/ethical issues

• Perceived freedom • Activities are a means to an end

• Activities for own sake

Disconnections?Content central to

Outdoor recreationContent central toCritical Outdoor Education

• Outdoor living and travel skills for competence

• outdoor living and travel skills for safety

• Minimal environmental impact skills/knowledge

• ways of seeing and understanding nature (construction of knowledge)

• Safety knowledge and skills • knowledge and experience of place (eg. Story/history)

• Places are venues for activity

Field control

Serves to maintain:• Motive of service• Body of knowledge (reifies that knowledge)• Ethical practices (defined by the motive)

Control in O.E. and O.R. is muddy

Accreditation & certification

Accreditation• usually used to refer to standards

and guidelines associated with programs or enterprises.

Certification• usually used in connection to

qualifications held by individuals.

For example:•The BEd is accredited by the University Academic Board through powers invested in it by Federal Government.

Certification•When you graduate you will receive a degree qualification - one form of certification.

In the outdoor field?

• Multiple types of certification and accreditation processes exist.

• Each has its own history and purpose.

• There have been various attempts to bring some of these together

Examples of accreditation Campsite accreditation by the Aust. Camping Association.

Program accreditation from the Outdoor Rec, Industry Council of

NSW.

Programs at TAFE accredited by NTA

Courses of study accredited for specific subject areas, by the Vic

Institute of Teachers (VIT)

Examples of certificationA degree or grad dip in outdoor

ed.

A single pitch guide certificate (ACIA)

A Cert. IV in Outdoor Rec.

A wilderness first aid certificate

Flatwater canoe instructor