Bushcraft education as radical pedagogy

Fenton, Lisa ORCID: https://orcid.org/0000-0002-3384-0546 , Playdon, Zoe ORCID: https://orcid.org/0000-0001-8973-5596 and Prince, Heather ORCID: https://orcid.org/0000-0002-6199-4892 (2020) Bushcraft education as radical pedagogy. Pedagogy, Culture and Society, 30 (5). pp. 715-729.

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Abstract

Bushcraft emerged from indigenous knowledge with a skill-base used for military, commercial and recreational purposes. We identify it as embodied contextual learning, for and with the environment, arising from a deep inter-subjective relationship with the natural world. This focus suggests a ‘conscientization’ developing a critical awareness, transformative of society’s relationship with ecosystems and providing autonomous, individual learning. Bushcraft education has gained in popularity in recent years and we seek to problematise and define its educational identity as it appears rarely in mainstream or outdoor education. Accordingly, we suggest that bushcraft education shares some of the aims of radical education, signalled by the transformative purpose in which radical pedagogies are positioned, normally situated outside mainstream formal education. We conclude that bushcraft education may have global significance as radical pedagogy, progressing deeper understandings of the relationship between self and nature, and in transdisciplinary thinking supporting our response to current environmental crises.

Item Type:	Article
Journal / Publication Title:	Pedagogy, Culture and Society
Publisher:	Taylor and Francis Group
ISSN:	1747-5104
Departments:	Institute of Science and Environment > Outdoor Studies
Depositing User:	Heather Prince
Date Deposited:	04 Jan 2021 14:45
Last Modified:	13 Jan 2024 11:31
URI:	https://insight.cumbria.ac.uk/id/eprint/5859

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