TABLE OF CONTENTS -- FOREWORD: Outdoors. Not, Therefore, Indoors -- PREFACE -- NOTE -- REFERENCE -- 1. AN EARLY MORNING WALK: In Search of 'the Outdoors' -- BACK TO THE PRESENT -- SUBJECTIVITY AND OBJECTIVITY COLLIDE IN THE OUTDOORS -- MILLENNIAL CHILDHOOD, TECHNOLOGY AND NATURE INTERSECT -- THE OUTDOORS IS NOT EASILY DEFINED -- THE OUTDOORS DEFINED AS ONTOLOGY -- REFERENCES -- 2. WALKING THE GROUND: (Re)storying Footprints -- BEGINNING -- WALKING ENCOUNTERS IN OUTDOOR EDUCATION -- PERIPATETIC SENSE OF PLACE: SONGLINES AND DREAMTIME STORIES ON THE LURUJARRI HERITAGE TRAIL -- RESTING -- NOTES -- REFERENCES -- 3. A CANADIAN WILDERNESS EXPEDITION FROM A DANISH PERSPECTIVE: Culture Analysis and Reflections -- A DIFFERENT CONFERENCE CONCEPT -- CONTRASTING ASPECTS -- THEORY - CULTURAL ANALYSIS -- WILDERNESS EXPEDITION OR TRIP? -- PERSPECTIVES ON SAFETY RULES AND REAL RISK -- MEDICAL AND CONTACT INFORMATION FORM, WAIVERS AND THE DANISH 'BONUS PATER' CONCEPT -- CONTRASTS: THE CANADIAN AND DANISH LANDSCAPE -- PLACE: THE TUNDRA, RIVER, AND ANIMALS -- TIME AND CONNECTION TO PLACE -- CONTRASTING ELEMENTS -- A FINAL REFLECTION -- ACKNOWLEDGEMENT -- NOTES -- REFERENCES -- 4. PIPE DREAMS: A Tale of Two Cities -- INTRODUCTION -- HOME ON THE RANGE -- NOT IN MY BACKYARD -- CHALLENGING THE WEEKEND WARRIOR WITHIN -- THE SMELL OF MONEY -- A BREATH OF FRESH AIR -- PIPE DREAMS -- TO THE REAL WORK -- NOTE -- REFERENCES -- 5. KO AHAU TE AWA KO TE AWA KO AHAU - I AM THE RIVER, AND THE RIVER IS ME -- INTRODUCTION -- EXPERIENTIAL LEARNING IN OUTDOOR EDUCATION -- EXPERIENTIAL LEARNING AS A MANIFESTATION OF PARTICULAR WORLD VIEW(S) -- Progressivism -- Positioning of Rational Reflection over Embodied Experiences: Abstracting Meaning from Experience -- Belief in Universalised or Decontextualized Learning -- EDUCATING IN AOTEAROA NEW ZEALAND -- DISCUSSION -- CONCLUDING THOUGHTS.

NOTES -- GLOSSARY -- REFERENCES -- 6. EMBODIMENT, NATURE AND WELLBEING: More Than the Senses? -- WELLBEING AND OUTDOOR SPACES -- TURN TO THE AFFECTIVE - INTERDISCIPLINARY APPROACHES -- SOCIOLOGY OF THE BODY, EMBODIMENT AND MOVEMENT -- KINETIC EMPATHY AND ECOLOGIES OF PLACE: MORE THAN THE SENSES? -- REFERENCES -- 7. RE-IMAGINING THE OUTDOOR EXPERIENCE: A Philosophical View -- INTRODUCTION -- PHILOSOPHICAL DEVELOPMENTS -- A COMMUNICATIVE CONSCIOUSNESS -- EXPERIENCE AND THE AIMS OF OUTDOOR EDUCATION -- CONCLUSIONS -- REFERENCES -- 8. ENCOURAGING PADDLING PARTICIPATION THROUGH CANOE TRAIL DEVELOPMENT IN THE BARMAH MILLEWA FLOODPLAIN FOREST, AUSTRALIA -- INTRODUCTION -- THE HISTORY OF PADDLE TRAIL DEVELOPMENT -- ISSUES AROUND PADDLE TRAIL DEVELOPMENT -- THE DESIGN OF THE BARMAH CANOE TRAIL -- CONCLUSION -- REFERENCES -- 9. ADVENTURE IN LEISURE: An Exploration of Indoor and Outdoor Climbing Communities -- INTRODUCTION -- WHAT IS COMMUNITY? -- WHAT IS COMMUNITY TODAY? -- WHAT ARE ADVENTURE COMMUNITIES? -- CLIMBING, RISK AND LEISURE -- CLIMBING COMMUNITIES -- CONCLUSIONS -- REFERENCES -- 10. PAYING ATTENTION TO PERCEPTUAL EXPERIENCE WITHIN NATURE -- INTRODUCTION -- EXPERIENCE AS INTERRELATING -- RETURNING TO THE QUALITIES OF PRE-REFLECTIVE EXPERIENCE -- TWO EXAMPLES OF MEANINGFUL RIVER EXPERIENCE -- A Feeling of Humility -- Being Alive To The Present -- PERCEIVING VALUE -- CONCLUDING COMMENTS -- REFERENCES -- 11. THE SPACES OF OUTDOOR LEARNING: An Actor-network Exploration -- INTRODUCTION -- SPACES OF OUTDOOR EDUCATIONAL EXPERIENCE -- THE SETTING OF LEARNING SPACES -- THE LECTURE ROOM AS A LEARNING SPACE -- THE CASTLEMAINE DIGGINGS AS A LEARNING SPACE -- TEACHING AND LEARNING SPACES AS NETWORKS -- CONCLUSION -- REFERENCES -- 12. ENVIRONMENTAL AND OUTDOOR LEARNING IN HONG KONG: Theoretical and Practical Perspectives -- INTRODUCTION.

OUTDOOR EDUCATION AND LEARNING EXPERIENCES -- CONCEPTUALIZED FRAMEWORK OF ENVIRONMENTAL LEARNING THROUGH FIELDWORK -- Inquiry-Based or Structured Learning Experiences in the Field -- Authentic Outdoor Learning Experiences or Virtual Fieldwork -- DISCUSSION AND CONCLUSION -- REFERENCES -- 13. AFFORDANCES OF AN OCEAN WALK -- INTRODUCTION -- OUTDOOR EDUCATION IN THE AUSTRALIAN CONTEXT -- Outdoor Education in the School Studied -- Emergent Interactions -- Psychological Reliance -- Adopting a Different Perspective -- AFFORDANCE THEORY - AN OVERVIEW -- AFFORDANCES OF OUTDOOR EDUCATION AS A CONCEPTUAL FRAMEWORK FOR INTERACTION -- Physical Affordances -- Social Affordances -- Cultural Affordances and Place Connectivity -- Embodiment -- Place -- Context and Pedagogy -- SUMMARY -- REFERENCES -- 14. BEST PRACTICE IN OUTDOOR ENVIRONMENTAL EDUCATION FIELDWORK: Pedagogies to Improve Student Learning -- INTRODUCTION -- STUDENT-CENTRED LEARNING IN FIELDWORK EXPERIENCES -- THE CHALLENGES TO FACILITATING FIELDWORK EXPERIENCES EFFECTIVELY -- LEARNING FROM EXEMPLARY PEDAGOGICAL PRACTICE IN FIELDWORK -- La Trobe University - Fieldwork Leadership Induction -- Voyageur Journeys -- TRANSFORMATIONAL OUTCOMES THROUGH A CRITICAL APPROACH TO FIELDWORK -- CONCLUSIONS -- REFERENCES -- 15. SAFETY LTD. INC.: Accident Theory and the Institutionalisation of Outdoor Education -- INTRODUCTION -- HIGH RELIABILITY & NORMAL ACCIDENT THEORIES -- APPLICABILITY OF NORMAL ACCIDENT THEORY TO OUTDOOR EDUCATION -- 1. Organisational Objectives -- 2. Interactive Complexity (Redundancy) -- 3. Coupling (Centralisation/Decentralisation) -- 4. Culture of Reliability -- 5. Training -- 6. Learning from Accidents -- REAL SAFETY AND OUTDOOR EDUCATION? -- NOTES -- REFERENCES -- 16. LOCAL ENVIRONMENTAL KNOWLEDGE OF SCHOOL STUDENTS -- INTRODUCTION -- THE PLACE OF THIS STUDY -- THE RESEARCH QUESTIONS.

METHOD AND SAMPLE -- RESULTS AND DISCUSSION -- Flora and Fauna -- Local Landscape -- Local Resources -- Relationships of Importance -- Being in the Bush -- CONCLUSION -- REFERENCES -- 17. VOCATIONAL TRAINING AND HIGHER EDUCATION: Using Outdoor Education as a Lens -- INTRODUCTION -- VOCATIONAL KNOWLEDGE AND INTELLECTUAL KNOWLEDGE -- THE CONTEXT OF THE STUDY -- ANALYSING STUDENT RESPONSES -- 1. Higher Education Must Maintain Its Liberal Education Model. -- 2. Higher Education Should Be Pragmatic and Outcome Driven -- 3. The Workplace and Higher Education Provide a Connection of Learning. -- 4. Vocational and Higher Education Are Interwoven -- DISCUSSION -- IN CONCLUSION -- ACKNOWLEDGEMENTS -- REFERENCES -- 18. REALISING SUSTAINABILITY LEADERSHIP: The Role of Green Non-Government Organisations in Outdoor Environmental Education in Hong Kong -- INTRODUCTION -- GNGOS AS SUSTAINABILITY LEADERS, THEORY AND PRACTICE -- COLLABORATION AND COLLABORATIVE LEADERSHIP FOR SUSTAINABILITY -- CONTRIBUTION OF GNGOS AS SUSTAINABILITY LEADERS IN OUTDOOR ENVIRONMENTAL EDUCATION: MAJOR INITIATIVES AND A REVIEW -- About Green Power -- 1. The Exploring the Rivers Project by Green Power Hong Kong -- Activities -- 2. Butterfly Conservation -- Activities -- 3. Tree Conservation -- Activities -- EFFECTIVENESS OF THE PROJECTS -- Project Title: Exploring the Rivers Project, the Field Education Program -- Post-evaluation -- Evaluation findings -- Qualitative Study -- Responses to selected open-ended questions in the questionnaire used -- WAY FORWARD AND CONCLUDING REMARKS -- NOTE -- REFERENCES -- 19. REWORDING THE WORLD: Narrative and Nature after Poststructuralism -- POSTSTRUCTURALISM, DECONSTRUCTION AND THE 'REAL'ii -- 'DIRECT EXPERIENCE', INTERTEXTUALITY, AND READING THE WORLD-AS-TEXT -- NOTES -- REFERENCES -- 20. THE OUTDOORS AS A FLUID CONCEPT -- REFERENCES.

AUTHOR BIOGRAPHIES -- INDEX.