Peer-reviewed research2017–2026 update
Re-Placing Outdoor Education: Diversity, Inclusion, and the Microadventures of the Everyday
This paper argues that outdoor education's Romantic focus on trips and expeditions has limited inclusion, and that a renewed focus on place and everyday experience could widen its reach.
What's new
This theoretical paper traces how Romanticism, especially the idea of the 'sublime', shaped outdoor and adventure education around trips and expeditions set apart from local, everyday experience. The author links this legacy to long-standing, unresolved issues of diversity and inclusion. The paper argues it has also cost the field opportunities for wider use and for solidarity with environmental and place-based education. The author proposes that critical awareness of the Romantic legacy, together with a renewed focus on place and everyday experience, could expand outdoor education's influence and inclusion.
Why it matters in Aotearoa
Distant trips and expeditions can be costly and may exclude some students. This paper supports building local, everyday outdoor experiences in Aotearoa schools to reach more learners.
Putting it into practice
Add regular short outdoor experiences in the school grounds or nearby to your programme, alongside any longer trips, so more students can take part.
How strong is the evidence
This is a theoretical argument with no empirical data. It is useful for reflection on programme design.
What to read
The argument linking the 'sublime' to the trip and expedition model and to inclusion.