This collection of papers provides a timely and valuable contribution to the debates and developm... more This collection of papers provides a timely and valuable contribution to the debates and developments in the emerging field of outdoor studies. Each paper engages with the outdoors and/or adventure from diverse social, cultural or
educational perspectives, presenting these phenomena in illuminative and critical ways.
The ‘outdoors’ is perceived as a vehicle for learning as well
as leisure (see for example: Cooper, 1998; EOE, 2000; Gair, 1997; Higgins and
Humberstone 1998; 1999; Hopkins and Putnam, 1993). As such, it is formally constituted by a number of groupings looking towards recognition and the development of outdoor profession(s)( see Martin, 2000). Thus the outdoor sector provides, makes available or engages with outdoor adventure experiences for a variety of purposes, including education, youth and social work, management development, therapy, leisure and recreation. In most cases, but not all, these experiences occur in ‘natural’ environments. Consequently, diverse outdoor traditions have emerged not only in relation to specific geographical landscapes,
but also as a consequence of particular cultural, social and political contexts.
Furthermore, ‘old’ romanticised ideals of outdoor leisure are becoming reconstructed through the demands of ‘mass-market’ consumers for ‘authentic’adventure. Arguably, much outdoor adventure experience, particularly that concerned with forms of outdoor learning, is rarely subjected to critical analyses
where it may be located within broader theoretical frameworks and diverse schools of thought. This collection goes some way to addressing this problematic. Each paper engages with current issues in ‘outdoor’ /‘adventure’ research/theory and is
indicative of the ongoing debates in the outdoor studies field.
This collection of papers provides a timely and valuable contribution to the debates and developm... more This collection of papers provides a timely and valuable contribution to the debates and developments in the emerging field of outdoor studies. Each paper engages with the outdoors and/or adventure from diverse social, cultural or
educational perspectives, presenting these phenomena in illuminative and critical ways.
The ‘outdoors’ is perceived as a vehicle for learning as well
as leisure (see for example: Cooper, 1998; EOE, 2000; Gair, 1997; Higgins and
Humberstone 1998; 1999; Hopkins and Putnam, 1993). As such, it is formally constituted by a number of groupings looking towards recognition and the development of outdoor profession(s)( see Martin, 2000). Thus the outdoor sector provides, makes available or engages with outdoor adventure experiences for a variety of purposes, including education, youth and social work, management development, therapy, leisure and recreation. In most cases, but not all, these experiences occur in ‘natural’ environments. Consequently, diverse outdoor traditions have emerged not only in relation to specific geographical landscapes,
but also as a consequence of particular cultural, social and political contexts.
Furthermore, ‘old’ romanticised ideals of outdoor leisure are becoming reconstructed through the demands of ‘mass-market’ consumers for ‘authentic’adventure. Arguably, much outdoor adventure experience, particularly that concerned with forms of outdoor learning, is rarely subjected to critical analyses
where it may be located within broader theoretical frameworks and diverse schools of thought. This collection goes some way to addressing this problematic. Each paper engages with current issues in ‘outdoor’ /‘adventure’ research/theory and is
indicative of the ongoing debates in the outdoor studies field.
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educational perspectives, presenting these phenomena in illuminative and critical ways.
The ‘outdoors’ is perceived as a vehicle for learning as well
as leisure (see for example: Cooper, 1998; EOE, 2000; Gair, 1997; Higgins and
Humberstone 1998; 1999; Hopkins and Putnam, 1993). As such, it is formally constituted by a number of groupings looking towards recognition and the development of outdoor profession(s)( see Martin, 2000). Thus the outdoor sector provides, makes available or engages with outdoor adventure experiences for a variety of purposes, including education, youth and social work, management development, therapy, leisure and recreation. In most cases, but not all, these experiences occur in ‘natural’ environments. Consequently, diverse outdoor traditions have emerged not only in relation to specific geographical landscapes,
but also as a consequence of particular cultural, social and political contexts.
Furthermore, ‘old’ romanticised ideals of outdoor leisure are becoming reconstructed through the demands of ‘mass-market’ consumers for ‘authentic’adventure. Arguably, much outdoor adventure experience, particularly that concerned with forms of outdoor learning, is rarely subjected to critical analyses
where it may be located within broader theoretical frameworks and diverse schools of thought. This collection goes some way to addressing this problematic. Each paper engages with current issues in ‘outdoor’ /‘adventure’ research/theory and is
indicative of the ongoing debates in the outdoor studies field.
educational perspectives, presenting these phenomena in illuminative and critical ways.
The ‘outdoors’ is perceived as a vehicle for learning as well
as leisure (see for example: Cooper, 1998; EOE, 2000; Gair, 1997; Higgins and
Humberstone 1998; 1999; Hopkins and Putnam, 1993). As such, it is formally constituted by a number of groupings looking towards recognition and the development of outdoor profession(s)( see Martin, 2000). Thus the outdoor sector provides, makes available or engages with outdoor adventure experiences for a variety of purposes, including education, youth and social work, management development, therapy, leisure and recreation. In most cases, but not all, these experiences occur in ‘natural’ environments. Consequently, diverse outdoor traditions have emerged not only in relation to specific geographical landscapes,
but also as a consequence of particular cultural, social and political contexts.
Furthermore, ‘old’ romanticised ideals of outdoor leisure are becoming reconstructed through the demands of ‘mass-market’ consumers for ‘authentic’adventure. Arguably, much outdoor adventure experience, particularly that concerned with forms of outdoor learning, is rarely subjected to critical analyses
where it may be located within broader theoretical frameworks and diverse schools of thought. This collection goes some way to addressing this problematic. Each paper engages with current issues in ‘outdoor’ /‘adventure’ research/theory and is
indicative of the ongoing debates in the outdoor studies field.