Journal article
Educators Unplugged: Working and Thinking in Natural Environments
Journal of Adventure Education and Outdoor Learning, Vol.25(3), pp.583-596
2025
Appears in UniSC Supported Open Access Outputs
Abstract
This study investigates the cultural experiences of higher education educators/academics while working outdoors in natural environments, ‘unplugged’ from technological and institutional systems.
a) That disconnection from institutional/technological systems would catalyse re/connection with natural systems—the natural environment, our colleagues and ourselves; and (b) That disconnecting from institutional/technological systems would generate psychological, emotional and social margin in our work and invigorate our teaching.
Collective autoethnography with structured methods – problematising, data assemblage, data analysis and reporting.
By deliberately disconnecting from institutional and technological systems for two days we hoped to find social and emotional margin in our work. However, what we did not anticipate, but was a very welcome outcome of this project, was the development of a way of knowing, an epistemology, of being unplugged in nature. This epistemology prompted us to wild our pedagogies and reconsider sustainable ways of learning and working.
Details
- Title
- Educators Unplugged: Working and Thinking in Natural Environments
- Authors
- Alison Willis (Corresponding Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessAmanda Miller (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessRobyn Fox (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessCatherine Thiele (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessNatalie McMaster (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary AccessStephanie Menzies (Author) - University of the Sunshine Coast, Queensland, School of Education and Tertiary Access
- Publication details
- Journal of Adventure Education and Outdoor Learning, Vol.25(3), pp.583-596
- Publisher
- Routledge
- Date published
- 2025
- DOI
- 10.1080/14729679.2024.2324795
- ISSN
- 1754-0402
- Copyright note
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Organisation Unit
- Indigenous and Transcultural Research Centre; School of Education and Tertiary Access; STEM in Education Research Theme
- Language
- English
- Record Identifier
- 991001098602621
- Output Type
- Journal article
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