What role education takes is determined by the underlying educational ideology. Here we explore two underlying ideologies of outdoor environmental education.

1. OEEDU5001 Concepts in
Outdoor Education
Week three
Educational ideology

2. History of Outdoor Education
as a curriculum area in
Victoria

3. Outdoor Education
gets green
• Squeeze on subjects at yr 12.
• Growing public concern over
environmental issues.
• Search for distinctive contributions
for OE

4. 1992
VCE OEd fully established as
human development and
HNR.

5. 1996
Curriculum Standards
Framework Course Advice for
OEd (P-10)

6. 2000
VCE Outdoor & Environmental
Studies merged OE and
Enviro Studies

7. 2000
VET Outdoor Recreation
created from national training
package.
Separated outdoor education from outdoor
recreation.

8. 2009
National curriculum debates
on inclusion of OE three foci,
personal outdoor experience
(place), H.N.R. critique,
management of
risk/outdoor skills.

9. 2010
Labor state gov. pledges
Alternate year 9 experience with
OE as central pillar (70%
support) – Loses election!

10. 2012
OE in HPE learning area of
national curriculum

11. A motive of service
beyond self
interest.
A distinctive
contribution to
make to society.
‘An ultimate good’
Recognition by the
public. Development of a
specialised body of
Social standing or
remuneration. Quality knowledge
experience.
‘Protection’
for members
and clients.
Recognised
educational
A code of ethics.
process for
admission. Monitoring of ethics
Accreditation.

12. Mapping the Field
More like
More like
adventure
adventure
therapy
therapy
More like
More like
group
group
development
development
(community)
(community)
Corporate Adventure
training
Connectionstherapy
Connections
(common ground)
(common ground)
Outdoor experiences
Outdoor experiences More like
Activity skills
More like
Activity skills personal
Experiential learning personal
Experiential learning development
Environmental issues
Environmental issues
development
Social & cultural justice
Social & cultural justice
Leadership & teaching
Leadership & teaching
Quality & research
Quality & research
Outdoor Outdoor
recreation education
More like traditional
More like traditional More like critical
More like critical
outdoor recreation
outdoor recreation outdoor education
outdoor education

13. Connections
(common ground)
(common ground)
Outdoor experiences
Outdoor experiences
Activity skills
Activity skills
Experiential learning
Experiential learning
Environmental issues
Environmental issues
Social & cultural justice
Social & cultural justice
Leadership & teaching
Leadership & teaching
Quality & research
Quality & research

14. Accreditation differs
Two education systems exist in Australia

15. 1. Specifies learning content
and duration.
Eg. SPG, Degree (Academic model)
2. Specifies outcomes in terms
of demonstrated behaviour.
Eg. Competency based Training (CBT) (Vocational
model)

16. What is the role of
education?

17. Education is political – it serves
to fill certain roles as determined
by social forces/government.
The exact nature of this changes
over time and space

18. What role education takes is
determined by the underlying
educational ideology
An educational ideology = 2
meanings

19. 1. Worldview
• shapes personal and group identity,
• provides a view of what the world should
be like,
• acts as a guide and control on individuals
and groups.

20. 2. Hegemonic
• system of beliefs that render power
asymmetrically.
• “Promotes the vested interests of the most
powerful groups”

21. Three broad educational
ideologies
• To prepare students for work
Vocational • A prior determination of content
Liberal • Preparation for life. Personal development
progressive • Curriculum based on major disciplines
• Active social members to create a fairer and
Socially less troubled world
critical • Knowledge is socially constructed. Reflection
and critique are central

22. Three broad educational
ideologies
• End job analysed and delineated
Vocational • Master/teacher is authority
• 3 ‘R’s’ to develop practical, social and
Liberal expressive knowledge
progressive • Progressively yields control, strong knowledge
base
Socially • More negotiated learning
critical • Teachers as co-ordinator / facilitator

23. Three broad educational
ideologies
• Competency based assessment
Vocational (CBT)
• Reproduction of social order
Liberal • Middle order knowing (Meritocracy)
progressive • Serves conservative interests
• High order critical thinking and
Socially evaluation. Constructed knowledge
critical • Critique and emancipation

24. Academic and VET pathways
differ ideologically
Responsive to
Vocational Responsive to Academic research &
workplace
scholarship
Critique of
Analysis of
current & future
workplace
practice
Specific pre- More liberal as
determined the future is
tasks uncertain
Assess thinking,
Assess what embed
students can do experience and
time

25. Distinctions
The practice of The practice of
Outdoor Recreation aims Critical Outdoor Education
to develop aims to develop
Opportunities for leisure, Understanding of human/nature
enjoyment through: relationships, seeking:
1. Competence mastery (skill 1. Personal ongoing relationship with
development) subjective nature
2. Escape (relaxation) 2. Sense of self as part of ecology of
beings (extended web of relationships)
3. Socialisation (increased leisure options) 3. Increased environmental
responsibility at home and in the
bush
4. Intellectual stimulation 4. Critique of cultural environmental
practices (sustainability, land
management)

26. Disconnections?
The practice of The practice of
Outdoor Recreation aims Critical Outdoor Education
to develop aims to develop
Methods Methods
• Instructor or leader • Teacher or facilitator
• Experience as the essence • Experience is a means to
moral/ethical issues
• Perceived freedom • Activities are a means to an end
• Activities for own sake

27. Disconnections?
Content central to Content central to
Outdoor recreation Critical Outdoor Education
• Outdoor living and travel skills for • outdoor living and travel skills for
competence safety
• Minimal environmental impact • ways of seeing and understanding
skills/knowledge nature (construction of knowledge)
• Safety knowledge and skills • knowledge and experience of place
(eg. Story/history)
• Places are venues for activity

28. Field control
Serves to maintain:
• Motive of service
• Body of knowledge (reifies that knowledge)
• Ethical practices (defined by the motive)

29. Control in O.E. and O.R. is
muddy

30. Accreditation &
certification

31. Accreditation
• usually used to refer to standards
and guidelines associated with
programs or enterprises.
Certification
• usually used in connection to
qualifications held by individuals.

32. For example:
•The BEd is accredited by the
University Academic Board through
powers invested in it by Federal
Government.
Certification
•When you graduate you will receive
a degree qualification - one form of
certification.

33. In the outdoor field?
• Multiple types of certification and
accreditation processes exist.
• Each has its own history and purpose.
• There have been various attempts to bring
some of these together

34. Examples of accreditation
Campsite accreditation by the
Aust. Camping Association.
Program accreditation from the
Outdoor Rec, Industry Council of
NSW.
Programs at TAFE accredited by
NTA
Courses of study accredited for
specific subject areas, by the Vic
Institute of Teachers (VIT)

35. Examples of certification
A degree or grad dip in outdoor
ed.
A single pitch guide certificate
(ACIA)
A Cert. IV in Outdoor Rec.
A wilderness first aid certificate
Flatwater canoe instructor