Peer-reviewed research2017–2026 update
A Walking Curriculum: Learning From Risk and Connection
A teacher educator describes using walking as a curriculum in an environmental education course, built around taking risks and making connections with nature and with each other.
What's new
This is a reflective paper by the instructor of an environmental education course for teacher candidates. It argues that risk and connection are central to a walking curriculum. The author describes course activities involving physical, emotional or professional risk, and activities that help teacher candidates connect with the natural world and with each other. The paper also explores the environment as 'third teacher' and reflects on the instructor's own role.
Why it matters in Aotearoa
Building educator capability for EOTC often starts in initial teacher education. This paper offers ideas for helping new teachers become comfortable with risk and connection outdoors.
Putting it into practice
In teacher education or staff professional learning, include a walking session that asks participants to take a small, supported risk and to notice their connections with the place and with each other.
How strong is the evidence
This is a single author's reflective account of one course. It offers ideas and examples but no systematic data on outcomes.
What to read
The descriptions of course activities for risk and for connection.