On a journey for place-responsiveness in Aotearoa New Zealand

Lalloo, Shafiq (2017) On a journey for place-responsiveness in Aotearoa New Zealand. Masters dissertation, University of Cumbria. Item availability may be restricted.

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Place-responsiveness is an emergent approach to outdoor education. It aims to create sustainable relationships with nature. An increasing amount of outdoor educators in Aotearoa New Zealand are looking for sustainable changes in their practice. This journey has given insight into research questions of how teachers and students respond to places and the challenges they experienced. Wattchow and Brown (2011) posit three foundations within this field; sensory interactions, critical reflection of learner’s lifeworld’s to place and illustrations of experience as necessary for a complete approach. The researcher questioned whether these deep-rooted foundations were in fact shaky pillars in praxis, requiring tentative balancing? Furthermore, he also posited how his identity(ies) have given unique perspectives as he tussles for place-responsiveness. During a four-month period in 2016, the researcher engaged with secondary schoolteachers, students, charities and academics in the field. He accompanied on two trips with two different schools in Tauranga and Wellington. Methodologically, a reflexive ethnographic interpretation of the data was used. Interviews were semi-structured and observational field notes were taken. Findings illustrate how teachers must learn to accept and embrace the longitudinal nature of a journey for place-responsiveness where pre-determined outcomes are not present in the theory. This can afford rich and authentic learning environments. ‘Place’ is inherently a nebulous topic and teachers express difficulties in changing and moving away from adventure outdoor education’s prevalence. Fostering curiosity and elation adds to the importance for creating opportunities for serendipitous learning. Storytelling is further validated as a bedrock for interpreting places. Lastly the researcher discovers how a lack of school funding has ironically giving place-responsiveness increased social capital in Aotearoa New Zealand.

Item Type: Thesis/Dissertation (Masters)
Departments: Academic Departments > Science, Natural Resources & Outdoor Studies (SNROS) > Outdoor Studies
Additional Information: Dissertation presented in part fulfilment of the requirements of the Degree of Master of Arts in Transcultural European Outdoor Studies, University of Cumbria, 2017.
Depositing User: Anna Lupton
Date Deposited: 01 Jun 2018 09:52
Last Modified: 05 Jul 2021 14:02
URI: https://insight.cumbria.ac.uk/id/eprint/3897
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