The challenges of social inclusion in outdoor education: can tortoise and hare learn together?

This paper makes use of Aesop’s Fable, the Tortoise and the Hare, to explore how we can facilitate outdoor learning in a way that helps to develop connections with nature. For many, especially young people and those experiencing physical and/or mental ill health, stepping outside into a natural environment can be a real challenge. Some of the themes explored: Potential barriers to participation - when Doing gets in the way of Being in nature; The role of the facilitator in fostering comfort rather than initiating concern (distress); The use of stories within outdoor education to foster familiarity, comfort and connections

Book review: 'Informal education, childhood and youth: geographies, histories, practices'

A new book to read and review! For an avid collector, with an ever-increasing library reflecting a diverse and eclectic taste in literary works, opening the cover and savouring the smell of a freshly printed book is an exciting moment. With this book it is a moment worth savouring: the cover is beautifully designed with two photos that capture the historical evolution of informal education. Venturing further in the reader discovers an interesting collection of enticingly titled chapters that aim to investigate the ‘…learning practices that emphasise dialogue and learning through everyday life’ (quote from the book cover). This innovative book has a clear focus on informal educational practices, explored through a number of examples from both historical and geographical contexts. The editors are well-known and highly respected for their research and teaching in Human Geography, with extensive publication records and regular contributions at conferences and seminars. Their expertise is reflected within the variety of topics covered in the book

Developing an academic identity: what’s the time Mrs Wolf?

The wolf embodies the Anthropocene, the current geological epoch, “…in which human society is acknowledged as having become the greatest force shaping planet earth” (RGS, 2015). Understanding this new epoch demands a ‘more-than-human’ mode of theorising. Utilising metaphors and symbolism, and applying the hermeneutic tradition of ‘questionableness’ (Nixon, 2014), my reflective essay offers a creative interpretation of my life experiences, inviting readers to join in a playful exploration of what it means to become an ‘academic’. I draw on an amorphous body of literature, from diverse sources such as children’s author Enid Blyton; Jungian psychologist, Pinkola Estes; and Children’s Geographies, long recognised as a place that utilises creative methodologies, resulting in interdisciplinary work that is challenging creative and exciting (Kraftl, Horton and Tucker, 2014). I pay homage to, and further develop that tradition, whilst embracing concepts of playfulness (Bateson and Martin, 2013) and transformational learning (Eyler and Giles, 1999). I have gained a growing awareness of my own identity, of how it has been shaped and influenced by others over the years. This has been accompanied by a flourishing of confidence in my academic abilities. I have learned how to howl

Playful practitioners: playing along with children and young people, in and with nature

The title of my poster presentation was inspired by one of the practitioners who participated in my doctoral research. She told me: “I like to play, and I play along with them, and guide them, to help them”. I was reminded of her words recently when a parent, whose child was joining in an activity I was facilitating, remarked to me, “You really get stuck in don’t you?” As my suggestion to ‘high ten’ in celebration of completing some magnificent mud pies had resulted in me being spattered from head to toes in mud from her child’s muddy fingers, I could not disagree. I aim to share some of the discoveries I have made both during my research, and in my accompanying practice as a community-based volunteer for a UK conservation charity. My doctoral research was a Creative Exploration of Young People’s Relationship with Nature, and originated from my practice as an environmental youth worker. Its initial focus was on the ‘apparent crisis’ that is disconnection from nature. I looked at a range of facilitated programmes that offered outdoor learning opportunities and explored what young people thought of their experiences. I also talked with people who work with them, and are responsible for designing and/or delivering the programmes. Themes that emerged highlight the role of the practitioner/facilitator; peer, family and school pressures to ‘grow-up’, and be responsible; the importance of playfulness, kindness, comfort and belonging. This presentation will start with a story, which will then be used to explore issues relevant to the play community, including: Playfulness across the ages: does age matter? What do we mean by culturally appropriate play?; Playfulness in practice: what does this look like?; Playfulness in research: playful methodological approaches to gathering and presenting data. I believe there is a need for playful, creative approaches that allow young people to feel comfortable being in nature, rather than always doing things to, in and for nature. To understand what happens during this phase of a young person’s life involves taking account of their earlier experiences, as well as social, cultural and political contexts

First-hand experience of nature: dancing on the palm of a hand

“Swish, swoop! I am scooped up quickly yet gently and lifted out of the water. Opening my eyes, I look up into the human’s face. She is smiling and quietly explaining to the smaller human next to her that I am a newt. Not just ‘any old newt’, I am special, a Crested Newt, I am great. Because of this I am protected and they must have special permission (I think she said a license?) to handle me. She lays the net against her hand so that I can see out, and the small human can get a closer look…” [to be continued]. This poster presentation takes a playful approach to explore outdoor learning experiences, utilising a creatively written story to engage the audience’s attention. The story interprets a first-hand experience of nature from the non-human perspective – that of a newt which has been captured as part of a community-based learning initiative. This was an intergenerational activity, in a public space designed to help children and young people develop a positive connection with nature. I was the person in the story, catching the newts, under the careful gaze of my husband, an ecologist with the necessary license. The ‘small human’ was accompanied by siblings, parents and grandparents. The story’s basis is non-fiction, it ‘really’ happened; the interpretation draws from creative writing techniques to offer an alternative, fictional viewpoint. I aim to share some of the discoveries I have made both within my practice as a volunteer for a UK conservation charity, and in my doctoral research study. This was a Creative Exploration of Young People’s Relationship with Nature. I will show how the simple story shared here provides a useful way of exploring diverse range of inter-generational perspectives on the activity. I will use this to explore several concepts of relevance and value to the play community, including: learning through play; play in informal settings; experiential learning; playfulness of outdoor learning practitioners; play across the lifespan and the changing cultural and parental attitudes to play. I will also explore our need for a careful approach to nature

Playing with words... connecting through story

This poster introduces my post-doctoral research project and continues my aim to understand young people’s relationship with nature through inter/transdisciplinary research. One of the key findings from my doctoral study was that the use of stories within outdoor learning can be an effective way to foster familiarity, comfort and connections. My ‘Playing with Words’ project will include auto/ethnographical writing: reflecting on my experiences has the specific purpose of enabling me to understand how this may impact on the way we work (in practice) and on the way, we conduct and present research. I plan to conduct two phases of primary research: first, at the European Institute for Outdoor Adventure Education and Experiential Learning (EOE) seminar in Plymouth to gain a European perspective. Secondly, in Alberta, Canada I aim to gain an international perspective through delivering and reflecting on a ‘playshop’ I have been invited to present at the International Play Association (IPA) conference. I will be conducting field work in Alberta, either side of the IPA conference, to explore public environmental education and education programmes. In late 2016, the Canadian Parks Council launched a new strategy to connect young people with Nature in Canada. Called ‘The Nature Playbook’ (Canadian Parks Council 2016), it utilises a story-based approach, with the aim of guiding and inspiring actions that all Canadians can take to connect a new generation with Nature. I want to see how this is used in practice, and if it is transferable to UK based initiatives. References Canadian Parks Council (2016) The Nature Playbook. URL: http://www.parks-parcs.ca/english/nature-playbook.php Last Viewed: 29/04/201

"Only the rames of a man": Investigating Masculinities in the Novels of Thomas Hardy.

The aim of this thesis is to illustrate the fluid and evolving nature of masculinities as experienced and articulated by Victorian men, and then to examine critically Hardy's representations of such across his novelistic oeuvre in order to identify how his representations differed from, challenged, or subverted those of his contemporaries. Representations of character are analysed in terms of gendering, and rather than basing my readings of Hardy's characters on hetero-normative constructions of nineteenth-century masculinity, I identify and argue for new discursive categories of Victorian masculinity while engaging with social, psycho-sexual and evolutionary/biological constructions of maleness throughout the century. The first chapter establishes a variety of necessary cultural, scientific and social contexts against which Hardy's projections of masculinity can be interpreted. The second chapter comprises a literature review of extant gender criticism addressed to the Hardy corpus, engaging with various approaches and interpretations while demonstrating the extent to which my own readings differ from the critics selected. Chapter three concentrates upon the figure of the Alpha-male as perceived within the social and evolutionary discourses of the nineteenth century, analysing the discursive categories of the lover, the soldier and the androgyne as they appear in both Hardy's fiction and that of his contemporaries. Chapter four identifies the discursive categories of the male as 'other', the 'unman', and the 'man-girl', and their narrative functions within the textual parameters they each occupy. The fifth chapter investigates representations of misogyny and the homosocial, chapter six explores male psychological instability, and the final chapter discusses the concepts of empathy and Stoicism as understood within Victorian society, and how they influence representations of the New Man in Hardy's novels. I conclude by identifying further possible avenues for investigation with regards to Hardy's oeuvre, including how his male characters are portrayed on film, or delineated within his poetry and short stories

Demographic Characteristics Predicting Employee Turnover Intentions

In 2012, more than 25 million U.S. employees voluntarily terminated their employment with their respective organizations. Demographic characteristics of age, education, gender, income, and length of tenure are significant factors in employee turnover intentions. The purpose of this study was to determine if a relationship existed between age, education, gender, income, length of tenure, and employee turnover intention among full-time employees in Texas. The population consisted of Survey Monkey-® Audience members who were full-time employees, residents of Texas, over the age of 18, not self-employed, and not limited to a specific employment industry. For this study, a sample of 187 Survey Monkey-® Audience members completed the electronic survey. Through the proximal similarity model, the results of this study are generalizable to the United States. The human capital theory was the theoretical framework. The results of the multiple regression analysis indicated a significant relationship between age, income, and turnover intentions; however, the relationship between education, gender, and length of tenure was not statistically significant. As the Baby Boomer cohort prepares to transition into retirement, organizational leaders must develop retention strategies to retain Millennial employees. To reduce turnover intentions, organizational leaders should use pay-for-performance initiatives to reward top performers with additional pay and incentives. The social implications of these findings may reduce turnover, which may reduce employee stress, encourage family well-being, and increase participation in civic and social events

Evidencing atmospheres and narratives: measuring the immeasurable?

Most academic researchers conscious of metrics for the assessment of quality of research such as the Research Excellence Framework (REF) in the UK, will be seeking impact for their work. The evaluation of academic research now extends to relevance and impact beyond the academy (Gunn and Mintrom, 2017). Some may consider evidencing the impact of research into atmospheres and narratives somewhat challenging, particularly for those who adopt a creative, interpretive approach. Thus, if we are to evidence this in our practice and to a wider audience, we should consider whether or not it is measurable, how we would want it to be used and who may read or act upon it. The political systems in the UK, as in many other European countries, are situated in a positivist theoretical framework and capitalist paradigm built on accountability, performativity and measurability, and where scale is objectified. Policy and decision making for funding throughout Europe usually is based on evaluative evidence (E) that places the apparent fluidity and openness of research into atmospheres and narratives at an epistemological margin. Emphasis is placed on an outcome driven educational system (Prince and Exeter, 2016)