"BEYOND COLONISATION: DEVELOPING A SENSE OF PLACE THROUGH OUTDOOR EDUCATION IN VIETNAM .."

Abstract

In this paper, I explore the recontextualization of place-responsive pedagogy within Vietnamese cultural and geographical setting. Drawing on the theoretical frameworks and empirical findings from Leather and Thorsteinsson [6] and Thorsteinsson et al. [10], I critically examine how outdoor education can develop a sense of place that is experientially, culturally, and politically sensitive. As a white European from the UK, a nation known for its colonising history and legacy, I adopt a reflexive stance, questioning the colonial influences and legacies of traditional British outdoor education while exploring its potential for social, ecological and environmental justice. I situate place-based education in dialogue with my current understanding of Vietnamese values [9] and landscapes [8], and outline pedagogical adaptations that respect local narratives, challenge colonial legacies, and embrace the aesthetic, embodied, and more-than-human dimensions of learning