Exploring a pluralist understanding of learning for sustainability and its implications for outdoor education practice. Issue 2 (2nd April 2016)

• Record Type: Journal Article
• Authors: Paulus, Susanne C.
• Is Part Of: Journal of adventure education and outdoor learning. Volume 16:Issue 2(2016)
• Page Start: 117
• Page End: 130
• Publication Date: 2016-04-02
• Subjects: Learning for sustainability -- pluralism -- outdoor education -- diversity -- place-based education; Adventure education -- Periodicals; Outdoor education -- Periodicals; 371.38405
• DOI: 10.1080/14729679.2015.1121504
• Languages: English
• ISSNs: 1472-9679

Abstract

ABSTRACT: This article explores a pluralist understanding of learning for sustainability in educational theory and relates it to outdoor education practice. In brief, this kind of learning can be described as a deep engagement with an individual's multiple identities and the personal location in diverse geo-physical and socio-cultural surroundings. I identify the intersection of learning for sustainability and pluralism in three themes: learning as transformation, learning as participation and learning about identities and spaces. The reflections on what kind of learning outdoor education could seek to promote potentially help the field to clarify its role as a sustainable education approach. A programme designed to be responsive to both sustainability and pluralism would enable learners to explore the multifacetedness of a location and provide space for them to share and exchange individual experiences, perceptions and worldviews.