Digital Technology in Outdoor and Environmental Education: Affects, Assemblages and Curriculum-Making
Researchers across outdoor and environmental education (OEE) are drawing on relational ontologies to break down dualisms, human-centric thinking and challenge neoliberal education that focusses on outcomes and achievements. Digital technology has been seen as problematic in OEE because of its distra...
Saved in:
| Main Authors: | , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Cambridge University Press
2024-04-01
|
| Series: | Australian Journal of Environmental Education |
| Subjects: | |
| Online Access: | https://www.cambridge.org/core/product/identifier/S0814062624000326/type/journal_article |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Researchers across outdoor and environmental education (OEE) are drawing on relational ontologies to break down dualisms, human-centric thinking and challenge neoliberal education that focusses on outcomes and achievements. Digital technology has been seen as problematic in OEE because of its distracting qualities within notions of authentic outdoor experiences. Re-conceptualising digital technology as something learners are entangled with — rejecting a dualistic position — offers a nuanced way of understanding how digital technology could be harnessed for OEE. This research presents speculative findings from a new materialist inspired project on how teachers considered video-making and the more-than-human in OEE. Working with assemblage theory and attention to affect, we portray ways assemblages of video-making and the more-than-human can shape OEE in new ways. Implications for educators in how they might assemble OEE with technology are suggested. |
|---|---|
| ISSN: | 0814-0626 2049-775X |