Scholarlink

<p>As Outdoor Environmental Educators, we are engaged in experiences largely shaped through our interactions in/with the landscape. Human actions continue to pose existential threats. Young people find themselves caught in the Anthropocene, often with little resemblance of a ‘sense of place’. Parallel to this in Australia, we live in a settler context, in a Country of Countries alongside Indigenous people with collective lived experience of tens of thousands of years demonstrating unique and sustainable ways of being, doing and knowing. Arguments are emerging that Outdoor Environmental Education (OEE) should consider how to enact place-responsive pedagogies that seek to bridge the divide between young people and those places in which they are in/with. How OEE responds to calls to further embed natural and cultural history in our discipline is the focus of this research. Through paying close attention to avoid extractive, exploitative, or tokenistic cultural engagement we can shift and deepen our discipline specific approaches. This paper explores pedagogical approaches OEE may take in being place-responsive focusing on qualitative research methods with 16 participants from senior secondary college completing trips to Kakadu National Park, Australia. The study identifies that a relational worldview encourages epistemological and ontological sensibilities in students considering their own and others’ ways of being, doing and knowing. This study has identified a framework that can support a place-based model for learning about Indigenous cultures. In this paper, we highlight the model developed from these Kakadu experiences: after having spent <i>Time in place</i>, listening to <i>Stories of place</i>, students are <i>Finding their own place</i>.</p>

错误：搜索内容不能为空，请输入英文关键词
错误：关键词超出字数限制，请精简
高级检索

Engaging with Indigenous knowledge and knowledge holders through the outdoor and environmental education discipline: Building a place-based model for learning about Indigenous cultures from a case study with Gagadju custodians

  • 期刊论文

  • 发表日期：

    2026年2月21日

查看全文
  • Dan Hurrell,
  • Scott Alterator

摘要

As Outdoor Environmental Educators, we are engaged in experiences largely shaped through our interactions in/with the landscape. Human actions continue to pose existential threats. Young people find themselves caught in the Anthropocene, often with little resemblance of a ‘sense of place’. Parallel to this in Australia, we live in a settler context, in a Country of Countries alongside Indigenous people with collective lived experience of tens of thousands of years demonstrating unique and sustainable ways of being, doing and knowing. Arguments are emerging that Outdoor Environmental Education (OEE) should consider how to enact place-responsive pedagogies that seek to bridge the divide between young people and those places in which they are in/with. How OEE responds to calls to further embed natural and cultural history in our discipline is the focus of this research. Through paying close attention to avoid extractive, exploitative, or tokenistic cultural engagement we can shift and deepen our discipline specific approaches. This paper explores pedagogical approaches OEE may take in being place-responsive focusing on qualitative research methods with 16 participants from senior secondary college completing trips to Kakadu National Park, Australia. The study identifies that a relational worldview encourages epistemological and ontological sensibilities in students considering their own and others’ ways of being, doing and knowing. This study has identified a framework that can support a place-based model for learning about Indigenous cultures. In this paper, we highlight the model developed from these Kakadu experiences: after having spent Time in place, listening to Stories of place, students are Finding their own place.