Extant research reveals time in nature is causally associated with children’s health and well-being, including a child’s intra and interpersonal skills, socioemotional growth, physiological function, and cognitive develop- ment. In today’s neoliberal and COVID-19 era, nature-based solutions, alongside a broader outdoor and experiential learning ‘suite’ may be well placed as both a vaccine and a salve for our current societal chal- lenges. However, contemporary school education is underpinned by an audit or performative culture evidenced by standardised national testing that may diminish access to outdoor or nature-immersive experiences. Looking forward, the authors contend that contemporary education, and more broadly society, requires nature-rich experiences for a flourishing sustainable future. Drawing upon Foucault, this paper highlights the need to critique education and society’s dominant ideologies and practices. These counter-narratives advocate for emancipatory change in contem- porary education—especially infusing different voices such as Indigenous knowledges—offered in and through a democratised access to the outdoors.
|Number of pages||20|
|Journal||Journal of Adventure Education and Outdoor Learning|
|Publication status||Published - 14 Apr 2022|