Información del autor
Autor Gray, Tonia |
Documentos disponibles escritos por este autor (3)
Crear una solicitud de compra Refinar búsqueda
Título : Reimagining Sustainability in Precarious Times Tipo de documento: documento electrónico Autores: Malone, Karen, ; Truong, Son, ; Gray, Tonia, Mención de edición: 1 ed. Editorial: Singapore [Malasia] : Springer Fecha de publicación: 2017 Número de páginas: XIX, 326 p. 76 ilustraciones ISBN/ISSN/DL: 978-981-10-2550-1 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación internacional Educación comparada Filosofía de la educación Educación internacional y comparada Clasificación: 306.43 Resumen: Este libro refleja el considerable atractivo del Antropoceno y la forma en que estimula nuevos debates e ideas para reinventar la sostenibilidad y su lugar en la educación en estos tiempos precarios. Los autores exploran estas nuevas imaginaciones para la sostenibilidad utilizando diversas perspectivas teóricas para considerar formas innovadoras de abordar conceptos que ahora están influyendo en el campo de la sostenibilidad y la educación. A través de su análisis teórico, investigación y trabajo de campo, los autores exploran enfoques novedosos para diseñar la sostenibilidad y la educación para la sostenibilidad. Estos enfoques, aunque diversos en su enfoque, resaltan las complejas interdependencias del mundo humano y más que humano, y al descomprimir binarios como humano/naturaleza, naturaleza/cultura, sujeto/objeto y descentrar lo humano exponen las complejidades. de una relación entrelazada entre humanos y naturaleza que están dando forma a nuestra comprensión de la sostenibilidad. Estas relaciones confusas desafían los bien conocidos mantras del excepcionalismo antropocéntrico en sostenibilidad y educación para la sostenibilidad y ofrecen nuevas preguntas en lugar de respuestas para que las exploren investigadores, educadores y profesionales. Como trabajar con nuevas lentes teóricas no siempre es fácil, este libro también destaca los métodos de los autores para abordar estas ideas e imaginaciones. "El libro definitivamente hace una contribución original al campo. La mayor parte del trabajo publicado relacionado con la sostenibilidad en la educación científica no se basa en el posthumanismo, el nuevo materialismo o las filosofías feministas. Creo que este libro es único en el uso de estas construcciones teóricas para hacer sentido de las prácticas de sostenibilidad en una variedad de contextos diversos. Creo que hay una necesidad urgente de este libro en la comunidad académica y más allá". Deborah Tippins, Facultad de Educación de la Universidad de Georgia. Nota de contenido: Section 1 Responding to the Anthropocene -- Chapter 1 Sustainability, Education, and Anthropocentric Precarity -- Chapter 2 The Anthropocene's Call to Educational Research -- Chapter 3 Alternative Paradigms for Sustainability: Decentring the Human without becoming Posthuman -- Chapter 4 Cosmopolitics of Place: Towards Urban Multispecies Living in Precarious Times -- Section 2 Re-configuring and Re-worlding -- Chapter 5 Romancing or Re-configuring nature? Towards Common Worlding Pedagogies -- Chapter 6 A Precarious Body -- Chapter 7 Bodyplacetime: Painting and Blogging 'Dirty, Mess' Humannatured Becomings -- Chapter 8 Tracing Notions of Sustainability in Urban Childhoods -- Chapter 9 Beyond Sustainability: New Visions of Human Econnection in Early Childhood Education -- Chapter 10 Transnational Knowledge Exchange: Connecting Knowledge Traditions for Sustainability of the Planet -- Section 3 Re-reading and Grappling -- Chapter 11 Ecological Posthumanist Theorising: Grappling with Child-Dog-Bodies -- Chapter 12 Connections, Compassion, and Co-Healing: The Ecology of Relationships -- Chapter 13 Exploring 'Thing-Power' and the 'Spectre of Fear' on Schooling Subjectivities: A Critical Posthuman Analysis of LGBT Silencing -- Chapter 14 Re-thinking Human-Plant Relations by Theorising Using Concepts of Biophilia and Animism in Workplaces -- Chapter 15 Deep Mapping Towards and Intercultural Sustainability Discourse -- Section 4 Re-presenting and re-presencing -- Chapter 16 Expanding Curriculum Pathways between Education for Sustainability (EfS) and Health and Physical Education (HPE) -- Chapter 17 Watery Configurations of Animals, Children, Pedagogies, and Politics in a Suburban Wetland -- Chapter 18 The Ecological Curriculum: Teaching, Learning, Understanding -- Chapter 19 Nurturing Female Outdoor Educators: A Call for Increased Diversity in Outdoor Education in Precarious Times -- Chapter 20 Caretakers and Undertakers: How can Education Support Humanity to Build a Sustainable Future? -- Chapter 21Educating Beyond the Cultural and the Natural: (Re)Framing the Limits of the Possible in Environmental Education. Tipo de medio : Computadora Summary : This book reflects the considerable appeal of the Anthropocene and the way it stimulates new discussions and ideas for reimagining sustainability and its place in education in these precarious times. The authors explore these new imaginings for sustainability using varying theoretical perspectives in order to consider innovative ways of engaging with concepts that are now influencing the field of sustainability and education. Through their theoretical analysis, research and field work, the authors explore novel approaches to designing sustainability and sustainability education. These approaches, although diverse in focus, all highlight the complex interdependencies of the human and more-than-human world, and by unpacking binaries such as human/nature, nature/culture, subject/object and de-centring the human expose the complexities of an entangled human-nature relation that are shaping our understanding of sustainability. These messy relations challenge the well-versed mantras ofanthropocentric exceptionalism in sustainability and sustainability education and offer new questions rather than answers for researchers, educators, and practitioners to explore. As working with new theoretical lenses is not always easy, this book also highlights the authors' methods for approaching these ideas and imaginings. "The book definitely makes an original contribution to the field. Most of the published work related to sustainability in science education does not draw on posthumanism, new materialism or feminist philosophies. I think this book is unique in its use of these theoretical constructs to make sense of sustainability practices in a range of diverse contexts. I think there is an urgent need for this book in the academic community and beyond." Deborah Tippins, University of Georgia, College of Education . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] Reimagining Sustainability in Precarious Times [documento electrónico] / Malone, Karen, ; Truong, Son, ; Gray, Tonia, . - 1 ed. . - Singapore [Malasia] : Springer, 2017 . - XIX, 326 p. 76 ilustraciones.
ISBN : 978-981-10-2550-1
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación internacional Educación comparada Filosofía de la educación Educación internacional y comparada Clasificación: 306.43 Resumen: Este libro refleja el considerable atractivo del Antropoceno y la forma en que estimula nuevos debates e ideas para reinventar la sostenibilidad y su lugar en la educación en estos tiempos precarios. Los autores exploran estas nuevas imaginaciones para la sostenibilidad utilizando diversas perspectivas teóricas para considerar formas innovadoras de abordar conceptos que ahora están influyendo en el campo de la sostenibilidad y la educación. A través de su análisis teórico, investigación y trabajo de campo, los autores exploran enfoques novedosos para diseñar la sostenibilidad y la educación para la sostenibilidad. Estos enfoques, aunque diversos en su enfoque, resaltan las complejas interdependencias del mundo humano y más que humano, y al descomprimir binarios como humano/naturaleza, naturaleza/cultura, sujeto/objeto y descentrar lo humano exponen las complejidades. de una relación entrelazada entre humanos y naturaleza que están dando forma a nuestra comprensión de la sostenibilidad. Estas relaciones confusas desafían los bien conocidos mantras del excepcionalismo antropocéntrico en sostenibilidad y educación para la sostenibilidad y ofrecen nuevas preguntas en lugar de respuestas para que las exploren investigadores, educadores y profesionales. Como trabajar con nuevas lentes teóricas no siempre es fácil, este libro también destaca los métodos de los autores para abordar estas ideas e imaginaciones. "El libro definitivamente hace una contribución original al campo. La mayor parte del trabajo publicado relacionado con la sostenibilidad en la educación científica no se basa en el posthumanismo, el nuevo materialismo o las filosofías feministas. Creo que este libro es único en el uso de estas construcciones teóricas para hacer sentido de las prácticas de sostenibilidad en una variedad de contextos diversos. Creo que hay una necesidad urgente de este libro en la comunidad académica y más allá". Deborah Tippins, Facultad de Educación de la Universidad de Georgia. Nota de contenido: Section 1 Responding to the Anthropocene -- Chapter 1 Sustainability, Education, and Anthropocentric Precarity -- Chapter 2 The Anthropocene's Call to Educational Research -- Chapter 3 Alternative Paradigms for Sustainability: Decentring the Human without becoming Posthuman -- Chapter 4 Cosmopolitics of Place: Towards Urban Multispecies Living in Precarious Times -- Section 2 Re-configuring and Re-worlding -- Chapter 5 Romancing or Re-configuring nature? Towards Common Worlding Pedagogies -- Chapter 6 A Precarious Body -- Chapter 7 Bodyplacetime: Painting and Blogging 'Dirty, Mess' Humannatured Becomings -- Chapter 8 Tracing Notions of Sustainability in Urban Childhoods -- Chapter 9 Beyond Sustainability: New Visions of Human Econnection in Early Childhood Education -- Chapter 10 Transnational Knowledge Exchange: Connecting Knowledge Traditions for Sustainability of the Planet -- Section 3 Re-reading and Grappling -- Chapter 11 Ecological Posthumanist Theorising: Grappling with Child-Dog-Bodies -- Chapter 12 Connections, Compassion, and Co-Healing: The Ecology of Relationships -- Chapter 13 Exploring 'Thing-Power' and the 'Spectre of Fear' on Schooling Subjectivities: A Critical Posthuman Analysis of LGBT Silencing -- Chapter 14 Re-thinking Human-Plant Relations by Theorising Using Concepts of Biophilia and Animism in Workplaces -- Chapter 15 Deep Mapping Towards and Intercultural Sustainability Discourse -- Section 4 Re-presenting and re-presencing -- Chapter 16 Expanding Curriculum Pathways between Education for Sustainability (EfS) and Health and Physical Education (HPE) -- Chapter 17 Watery Configurations of Animals, Children, Pedagogies, and Politics in a Suburban Wetland -- Chapter 18 The Ecological Curriculum: Teaching, Learning, Understanding -- Chapter 19 Nurturing Female Outdoor Educators: A Call for Increased Diversity in Outdoor Education in Precarious Times -- Chapter 20 Caretakers and Undertakers: How can Education Support Humanity to Build a Sustainable Future? -- Chapter 21Educating Beyond the Cultural and the Natural: (Re)Framing the Limits of the Possible in Environmental Education. Tipo de medio : Computadora Summary : This book reflects the considerable appeal of the Anthropocene and the way it stimulates new discussions and ideas for reimagining sustainability and its place in education in these precarious times. The authors explore these new imaginings for sustainability using varying theoretical perspectives in order to consider innovative ways of engaging with concepts that are now influencing the field of sustainability and education. Through their theoretical analysis, research and field work, the authors explore novel approaches to designing sustainability and sustainability education. These approaches, although diverse in focus, all highlight the complex interdependencies of the human and more-than-human world, and by unpacking binaries such as human/nature, nature/culture, subject/object and de-centring the human expose the complexities of an entangled human-nature relation that are shaping our understanding of sustainability. These messy relations challenge the well-versed mantras ofanthropocentric exceptionalism in sustainability and sustainability education and offer new questions rather than answers for researchers, educators, and practitioners to explore. As working with new theoretical lenses is not always easy, this book also highlights the authors' methods for approaching these ideas and imaginings. "The book definitely makes an original contribution to the field. Most of the published work related to sustainability in science education does not draw on posthumanism, new materialism or feminist philosophies. I think this book is unique in its use of these theoretical constructs to make sense of sustainability practices in a range of diverse contexts. I think there is an urgent need for this book in the academic community and beyond." Deborah Tippins, University of Georgia, College of Education . Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
Título : The Globalisation of Higher Education : Developing Internationalised Education Research and Practice Tipo de documento: documento electrónico Autores: Hall, Timothy, ; Gray, Tonia, ; Downey, Greg, ; Singh, Michael, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: XXXV, 467 p. 16 ilustraciones ISBN/ISSN/DL: 978-3-319-74579-4 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Educación Superior Educación internacional Educación comparada Sociología Educación más alta Educación internacional y comparada Métodos sociológicos Clasificación: 378 Educación superior Resumen: Este libro sostiene que la globalización neoliberal de la educación superior enfrenta la necesidad de recalibrarse. A la luz de la creciente preocupación de las universidades por cultivar la globalización, este volumen reúne a un equipo multiétnico y multilingüe de investigadores que sostienen que el desarrollo continuo de la educación internacionalizada ahora requiere nuevas investigaciones y prácticas. Mientras los líderes universitarios buscan crear los mejores programas para ayudar a los estudiantes a viajar al extranjero, pueden enfrentar una serie de desafíos: gestión de riesgos, negociación con socios diversos, diseño de un aprendizaje rico basado en la experiencia y las esperanzas, miedos y limitaciones de los propios estudiantes. En consecuencia, los autores sostienen que los cambios son particularmente importantes dados los actuales reajustes estructurales de las políticas de globalización centrados en Estados Unidos y en el Reino Unido en todos los campos de la educación superior y la producción de conocimiento. Esta colección editada desde múltiples perspectivas atraerá a estudiantes y académicos de la educación global, la globalización y la educación internacional. Nota de contenido: Part I. Introduction -- Chapter 1. Developing global perspectives: Responding to the state of international education in Australian universities; Greg Downey, Tonia Gray, Timothy Hall, and Michael Singh -- Part II. Office of Learning and Teaching (OLT) projects -- Chapter 2. The epitome of transformation: Enhancing outbound mobility experiences in the 21st century; Tonia Gray, Timothy Hall, Greg Downey, Benjamin T. Jones, Son Truong, and Anne Power -- Chapter 3. "Classroom of many cultures": Educational design opportunities in intercultural co-creation; Greg Downey, Kate Lloyd, Rebecca Bilous, Laura Hammersley, Felicity Rawlings-Sanaei, Maria Amigo, Samantha Gilchrist, Michaela Baker, and Eryn Coffey -- Chapter 4. Local connections, global perspectives; Peta Salter, Kelsey Halbert, Elise Howard, Michael Singh, Debra Miles, Peter Jones, Abhishek Bhati, Caroline Wong, and Jinghe Han -- Part 3. The importance of developing global perspectives -- Chapter 5. The critical global citizen; Angela Hill, Peta Salter, and Kelsey Halbert -- Chapter 6. Tools of engagement: Using outbound mobility to grow Australia's Asia literacy; Benjamin T. Jones -- Chapter 7. Multilingual researchers theorizing mobility education; Michael Singh -- Chapter 8. The citizen scholar in developing global perspectives; David J. Hornsby and James Arvanitakis -- Part 4. Developing globalization in an online world -- Chapter 9. Virtual mobility: Flipping the global classroom through a blended learning opportunity; Sally Parrott and Sandra Jones -- Chapter 10. Demonstration of 21st century skills through an ICT teaching problem: Experiences of preservice teachers in a Fijian classroom; Vinesh Chandra and Donna Tangen -- Chapter 11. Incorporating participatory action research and social media as a research tool whilst Gen-Y study abroad; Tonia Gray and Greg Downey -- Chapter 12. Service learning in a virtual classroom; Donna Tangen, Vinesh Chandra, and Deborah Henderson -- Chapter 13. Generating and deepening reflectionwhilst studying abroad: Incorporating photo elicitation in transformative travel; Tonia Gray, Greg Downey, Benjamin T. Jones, Son Truong, Tim Hall, and Anne Power -- Part 5. Developing international education in a global environment -- Chapter 14. Uncomfortably learning: Risking experiential learning; Sherman Young -- Chapter 15. The global canopy: Propagating discipline-based global mobility; Patricia McLaughlin, James Baglin, Andrea Chester, Peter Davis, Swapan Saha, Anthony Mills, Phil Poronnik, Tina Hinton, Justine Lawson, and Roger Hadgraft -- Chapter 16. Developing global perspectives and respectful knowledge through international mobility programmes; Susan Mlcek and Karen Bell -- Chapter 17. Local to global: Incorporating overseas work and study in the law school curriculum; Nicola Ross, Nola M. Ries, Jacqueline Meredith, and Sher Campbell -- Chapter 18. The global citizen: Exploring intercultural collaborations and the lived experience of Australian and Malaysian students during a short-term study tour in Malaysia; Deborah Henderson, Donna Tangen, Jennifer Alford, Erika Hepple, Amyzar Alwi, Zaira Abu Hassan Shaari, and Aliza Alwi -- Chapter 19. Designing outbound mobility experiences: Strategies behind the itinerary; Timothy Hall -- Part 6. An indigenous perspective of study abroad -- Chapter 20. From one songline to another: Aboriginal and Torres Strait Islander students' study tour journey of Indigenous connection and solidarity; Son Truong, Tonia Gray, Greg Downey, Ben Jones, Anne Power, and Timothy Hall -- Chapter 21. The shine and shadow of global citizenship: Insights from teacher education in remote indigenous communities in Australia; Julie Dyer and Catherine Hartung -- Part 7. Service learning on the international stage -- Chapter 22. Allied health academics' understandings of internationalization at home (IaH): A case study; Olivia Vun, Lindy McAllister, and Srivalli Nagarajan -- Chapter 23. Desirable and undesirable outcomes of the nursing centre model as a collaborative approach to service learning in community health in Indonesia; Neti Juniarti, Lana Zannettino, Jeffrey Fuller, and Julian Grant -- Chapter 24. Theorizing global service learning through Vietnamese metaphors; Thi Hong Nhung NGUYEN -- Chapter 25. Where is the 'service' in service-learning? Critiquing international programmes as a means of increasing the global-mindedness of teacher education students; Sean Kearney and Julie Maakrun -- Chapter 26. The 4Cs of global education for teacher education students: Culture, confidence, context, and crowded curriculum; Kate Ferguson-Patrick, Ruth Reynolds, and Suzanne Macqueen -- Part 8. Conclusion -- Chapter 27. Globalizing higher education policy practice: Internationalizing education through learning transformations in knowledge construction; Michael Singh, Tonia Gray, Timothy Hall, and Greg Downey. . Tipo de medio : Computadora Summary : This book argues that the neoliberal globalisation of higher education faces a need for recalibration. In light of increased concerns from universities in cultivating globalisation, this volume brings together a multi-ethnic and multilingual team of researchers who argue that the continued development of internationalized education now requires new research and practices. As university leaders seek to build the best programs to help students to go abroad, they can face a number of challenges – risk management, negotiating with diverse partners, designing rich experience-based learning and the hopes, fears and limitations of the students themselves. Consequently, the authors argue that changes are particularly important given the current US-centric and UK-centric structural readjustments to globalization policies across all fields of higher education and knowledge production. This multi-perspectival edited collection will appeal to students and scholars of global education, globalization and international education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] The Globalisation of Higher Education : Developing Internationalised Education Research and Practice [documento electrónico] / Hall, Timothy, ; Gray, Tonia, ; Downey, Greg, ; Singh, Michael, . - 1 ed. . - [s.l.] : Springer, 2018 . - XXXV, 467 p. 16 ilustraciones.
ISBN : 978-3-319-74579-4
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Educación Superior Educación internacional Educación comparada Sociología Educación más alta Educación internacional y comparada Métodos sociológicos Clasificación: 378 Educación superior Resumen: Este libro sostiene que la globalización neoliberal de la educación superior enfrenta la necesidad de recalibrarse. A la luz de la creciente preocupación de las universidades por cultivar la globalización, este volumen reúne a un equipo multiétnico y multilingüe de investigadores que sostienen que el desarrollo continuo de la educación internacionalizada ahora requiere nuevas investigaciones y prácticas. Mientras los líderes universitarios buscan crear los mejores programas para ayudar a los estudiantes a viajar al extranjero, pueden enfrentar una serie de desafíos: gestión de riesgos, negociación con socios diversos, diseño de un aprendizaje rico basado en la experiencia y las esperanzas, miedos y limitaciones de los propios estudiantes. En consecuencia, los autores sostienen que los cambios son particularmente importantes dados los actuales reajustes estructurales de las políticas de globalización centrados en Estados Unidos y en el Reino Unido en todos los campos de la educación superior y la producción de conocimiento. Esta colección editada desde múltiples perspectivas atraerá a estudiantes y académicos de la educación global, la globalización y la educación internacional. Nota de contenido: Part I. Introduction -- Chapter 1. Developing global perspectives: Responding to the state of international education in Australian universities; Greg Downey, Tonia Gray, Timothy Hall, and Michael Singh -- Part II. Office of Learning and Teaching (OLT) projects -- Chapter 2. The epitome of transformation: Enhancing outbound mobility experiences in the 21st century; Tonia Gray, Timothy Hall, Greg Downey, Benjamin T. Jones, Son Truong, and Anne Power -- Chapter 3. "Classroom of many cultures": Educational design opportunities in intercultural co-creation; Greg Downey, Kate Lloyd, Rebecca Bilous, Laura Hammersley, Felicity Rawlings-Sanaei, Maria Amigo, Samantha Gilchrist, Michaela Baker, and Eryn Coffey -- Chapter 4. Local connections, global perspectives; Peta Salter, Kelsey Halbert, Elise Howard, Michael Singh, Debra Miles, Peter Jones, Abhishek Bhati, Caroline Wong, and Jinghe Han -- Part 3. The importance of developing global perspectives -- Chapter 5. The critical global citizen; Angela Hill, Peta Salter, and Kelsey Halbert -- Chapter 6. Tools of engagement: Using outbound mobility to grow Australia's Asia literacy; Benjamin T. Jones -- Chapter 7. Multilingual researchers theorizing mobility education; Michael Singh -- Chapter 8. The citizen scholar in developing global perspectives; David J. Hornsby and James Arvanitakis -- Part 4. Developing globalization in an online world -- Chapter 9. Virtual mobility: Flipping the global classroom through a blended learning opportunity; Sally Parrott and Sandra Jones -- Chapter 10. Demonstration of 21st century skills through an ICT teaching problem: Experiences of preservice teachers in a Fijian classroom; Vinesh Chandra and Donna Tangen -- Chapter 11. Incorporating participatory action research and social media as a research tool whilst Gen-Y study abroad; Tonia Gray and Greg Downey -- Chapter 12. Service learning in a virtual classroom; Donna Tangen, Vinesh Chandra, and Deborah Henderson -- Chapter 13. Generating and deepening reflectionwhilst studying abroad: Incorporating photo elicitation in transformative travel; Tonia Gray, Greg Downey, Benjamin T. Jones, Son Truong, Tim Hall, and Anne Power -- Part 5. Developing international education in a global environment -- Chapter 14. Uncomfortably learning: Risking experiential learning; Sherman Young -- Chapter 15. The global canopy: Propagating discipline-based global mobility; Patricia McLaughlin, James Baglin, Andrea Chester, Peter Davis, Swapan Saha, Anthony Mills, Phil Poronnik, Tina Hinton, Justine Lawson, and Roger Hadgraft -- Chapter 16. Developing global perspectives and respectful knowledge through international mobility programmes; Susan Mlcek and Karen Bell -- Chapter 17. Local to global: Incorporating overseas work and study in the law school curriculum; Nicola Ross, Nola M. Ries, Jacqueline Meredith, and Sher Campbell -- Chapter 18. The global citizen: Exploring intercultural collaborations and the lived experience of Australian and Malaysian students during a short-term study tour in Malaysia; Deborah Henderson, Donna Tangen, Jennifer Alford, Erika Hepple, Amyzar Alwi, Zaira Abu Hassan Shaari, and Aliza Alwi -- Chapter 19. Designing outbound mobility experiences: Strategies behind the itinerary; Timothy Hall -- Part 6. An indigenous perspective of study abroad -- Chapter 20. From one songline to another: Aboriginal and Torres Strait Islander students' study tour journey of Indigenous connection and solidarity; Son Truong, Tonia Gray, Greg Downey, Ben Jones, Anne Power, and Timothy Hall -- Chapter 21. The shine and shadow of global citizenship: Insights from teacher education in remote indigenous communities in Australia; Julie Dyer and Catherine Hartung -- Part 7. Service learning on the international stage -- Chapter 22. Allied health academics' understandings of internationalization at home (IaH): A case study; Olivia Vun, Lindy McAllister, and Srivalli Nagarajan -- Chapter 23. Desirable and undesirable outcomes of the nursing centre model as a collaborative approach to service learning in community health in Indonesia; Neti Juniarti, Lana Zannettino, Jeffrey Fuller, and Julian Grant -- Chapter 24. Theorizing global service learning through Vietnamese metaphors; Thi Hong Nhung NGUYEN -- Chapter 25. Where is the 'service' in service-learning? Critiquing international programmes as a means of increasing the global-mindedness of teacher education students; Sean Kearney and Julie Maakrun -- Chapter 26. The 4Cs of global education for teacher education students: Culture, confidence, context, and crowded curriculum; Kate Ferguson-Patrick, Ruth Reynolds, and Suzanne Macqueen -- Part 8. Conclusion -- Chapter 27. Globalizing higher education policy practice: Internationalizing education through learning transformations in knowledge construction; Michael Singh, Tonia Gray, Timothy Hall, and Greg Downey. . Tipo de medio : Computadora Summary : This book argues that the neoliberal globalisation of higher education faces a need for recalibration. In light of increased concerns from universities in cultivating globalisation, this volume brings together a multi-ethnic and multilingual team of researchers who argue that the continued development of internationalized education now requires new research and practices. As university leaders seek to build the best programs to help students to go abroad, they can face a number of challenges – risk management, negotiating with diverse partners, designing rich experience-based learning and the hopes, fears and limitations of the students themselves. Consequently, the authors argue that changes are particularly important given the current US-centric and UK-centric structural readjustments to globalization policies across all fields of higher education and knowledge production. This multi-perspectival edited collection will appeal to students and scholars of global education, globalization and international education. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
Título : The Palgrave International Handbook of Women and Outdoor Learning Tipo de documento: documento electrónico Autores: Gray, Tonia, ; Mitten, Denise, Mención de edición: 1 ed. Editorial: [s.l.] : Springer Fecha de publicación: 2018 Número de páginas: XLI, 924 p. 91 ilustraciones ISBN/ISSN/DL: 978-3-319-53550-0 Nota general: Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos. Idioma : Inglés (eng) Palabras clave: Aprendizaje Psicología de Sexo Educación profesional Educación vocacional Ciencias ambientales Psicología Instruccional Estudios de género Educación profesional y vocacional Ciencias Sociales Ambientales Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este manual sirve como punto de partida para el análisis y el discurso críticos sobre la situación de las mujeres en entornos de aprendizaje al aire libre (OLE). Las mujeres eligen participar activamente en carreras al aire libre, ya que muchas creen que la profesión es un campo de juego nivelado y que ofrece alternativas a las actividades deportivas tradicionales. Ingresan al aprendizaje al aire libre principalmente gracias a su entusiasmo por liderar y enseñar en entornos naturales y asumen que el campo es inclusivo y recompensa la excelencia independientemente de la edad, el género, el nivel socioeconómico, la discapacidad o el origen étnico. Sin embargo, tanto la investigación como las experiencias colectivas en OLE sugieren que muchas mujeres se sienten invisibles, relegadas, marginadas y subvaloradas. En respuesta a esta marginación, este Manual celebra la riqueza de conocimientos y prácticas de las mujeres profesionales en OLE. Mujeres académicas y profesionales de numerosos campos, como la educación experiencial al aire libre, la educación de aventuras, la terapia de aventuras y los estudios de género, exploran las implicaciones de su investigación y práctica utilizando ejemplos conmovedores dentro de sus propias disciplinas. Estas ideas surgen de experiencias de vida similares a las de mujeres y líderes al aire libre desde la década de 1970 hasta el presente. Las desigualdades sociales todavía abundan en los OLE, y el Manual garantiza que se destaquen las contribuciones de las mujeres, así como el trabajo que debe realizarse para que estos espacios sean inclusivos. Global en perspectiva y amplio en contenido, este volumen integral es un recurso de referencia indispensable para una amplia gama de académicos, incluidos estudiantes e investigadores en los campos de la educación, la psicología, la sociología, los estudios de género, la geografía y los estudios ambientales, así como como los numerosos campos al aire libre. Nota de contenido: SECTION I. Setting the Scene -- Chapter 1. Nourishing Terrains: Women's Contributions to Outdoor Learning Environments; Tonia Gray and Denise Mitten -- Chapter 2. Let's Meet at the Picnic Table at Midnight; Denise Mitten -- Chapter 3.Thirty Years On, and has the Gendered Landscape Changed in Outdoor Learning?; Tonia Gray -- Chapter 4. Outdoor Education: Threaded Pathways to Belonging; Sandy Allen Craig and Cathryn Carpenter -- Chapter 5. Elder Women Speak of Outdoor Learning and Experience; Genevieve Blades -- Chapter 6. Women's Voices in the Outdoors; Jo Straker -- Chapter 7. Women and Leadership: Commitments to Nurturing, More-Than-Human Worlds, and Fun; Denise Mitten -- Chapter 8. Tourist and Sport Reform Dress, Friluftsliv, and Women's Right to Vote: Norway 1880s-1913; Kirsti Pederson Gurholt -- Chapter 9. Building Relationship On and With Mother Mountain: Women Incorporating Indigenous Knowledge Into Outdoor Learning; Lynne Hoya Thomas, Nicole Taylorand Tonia Gray -- Chapter 10. Following the Currents of Mighty Women Past and Present; Anita Pryor -- Chapter 11. "Nature Study" as a Subject in the School Curriculum: A Female Voice From the Early Days; Rhona Miller -- SECTION II. Contested Spaces: Gender Disparity in Outdoor Learning Environments -- Chapter 12. Nourishing terrains? Troubling terrains? Women's Outdoor Work in Aotearoa New Zealand; Martha Bell, Marg Cosgriff, Pip Lynch and Robyn Zink -- Chapter 13. Ongoing Challenges for Women as Outdoor Leaders; Deb Jordan -- Chapter 14. Alice Through the Looking-Glass: An Autoethnographic Account of Women's Leadership in Outdoor Education in the UK; Kaz Stuart -- Chapter 15. Challenges Faced by Women Outdoor Leaders; Karen Warren, Shelly Risinger, TA Loeffler -- Chapter 16. Telling My Story: Being Female in Outdoor Education in Higher Education; Beth Christie -- Chapter 17. The Intangible Assets of Women as Leaders in Bush Adventure Therapy; FionaCameron -- Chapter 18. Messages about women through representation in adventure education texts and journals; Chapter 19. Locations of Resistance and Agency: The Actionable Space of Indian Women's Connection to the Outdoors; Vinathe Sharma-Bryner -- Chapter 20. Becoming Relational in Outdoor Education: Not Just Women's Work; Alison Lugg -- Chapter 21. Becoming Relational in Outdoor Education: Not Just Women's Work; Marna Hauk -- Chapter 22. Justice for All: Women in Outdoor Education; Sarah Dubreil Karpa -- SECTION III. Motherhood and outdoor learning environments: chaos and complexity -- Chapter 23. Conversations With My Children: The Outdoors as a Site of Disaster and Triumph; Jackie Kiewa -- Chapter 24. Mirrored Tensions: A Mother-Daughter Introspection on Gendered Experiences in Outdoor Recreation; Jan Oakley -- Chapter 25. The Rebuilding of an Outdoor Identity -- Chapter 26. Heroine's Journey: Navigating grief in the Outdoors to Emerge as a Bush Adventure Therapy Leader; Abby Buckley -- Chapter 27. Wild Abandon; Ruthie Rohde -- SECTION IV. Leadership, learning, and transformations -- Chapter 28. Becoming a Woodswoman; Christy Smith and Denise Mitten -- Chapter 29. The Backcountry of the Female Mind: Young Women's Voices From the Wilderness; Sara Boilen -- Chapter 30. Outdoor Education Entanglements: A Crone's Epiphany?; Noel Cox Caniglia -- Chapter 31. Eyes Wide Shut: A History of Blindness Towards the Feminine in Outdoor Education in Australia; Carol Birrell -- Chapter 32. Three Women's Co-Autoethnography of Life-long Adventures in Nature; Di Collins, Heather Brown and Barbara Humberstone -- Chapter 33. Women, Physicality and the Outdoors: A Story of Strength and Fragility in a Kayaking Identity; Linda Allin -- Chapter 34. Once a Guide, Always a Guide: A Way of Being; Carroll Graham and Ruth Lusty -- Chapter 35. LGBTQ Girl Scouts Reflect on Their Outdoor Experiences; Stefanie Argus.-Chapter 36. Adventures Beyond Cookies: A Girl Scout Journey Into Crumbling Cookie Stereotypes; Priscilla McKenney -- Chapter 37. Reflections of an Educator on the Impact of the Outdoors on Body Positivity; Joelle Breault-Hood -- Chapter 38. Re(turning)to the Sacred Trails: (Re)storying Connections to More-Than-Human Worlds in Outdoor Education; Kathryn Riley -- Chapter 39. The Soloists Journey as a Window to Wisdom; Bridget Jackson -- SECTION V. Case Studies of Women in Action -- Chapter 40. Women's Leadership of Family Nature Clubs: Furthering the Movement to Reconnect People with Nature; Chiara D'Amore -- Chapter 41. Singing in the Forest: Outdoor Education as Early Childhood Curriculum; Kumara Ward -- Chapter 42. Loose Parts Play: Creating Opportunities for Outdoor Education and Sustainability in Early Childhood; Jackie Neill -- Chapter 43. Outdoor Learning in Primary Schools - Predominately Female Ground; Amanda Lloyd -- Chapter 44. From theClassroom to the Cow: What We Have Learnt About Learning Through School-Farm Co-operation in Norway; Linda Jolly and Sidsel S. Sandberg -- Chapter 45. Changing Girls' Lives: One Program at a Time; Anja Whittington -- Chapter 46. Empowering Girls and Women through Experiential Education: A Peace Corps Volunteer's Story; Susie Barr-Wilson -- Chapter 47. Turning Inside Out: Learning Through Local Phenomena and Lived Experience; Clarice Lisle -- Chapter 48. OOSH Artists Explore Eco-Art for Ecopedagogical Outcomes; Samantha Crosby -- Chapter 49. Udeskole in Denmark: A Narrative of Mutual Support and Sharing; Chapter 50. Bringing the Inside Out and the Outside In: Place-Based Learning Rendering Classroom Walls Invisible; Katherine Bates -- Chapter 51. Space to Create: Learning with Nature in an Arts and Cultural Context Through a Woman's Lens; Mary Preece -- Chapter 52. Insights from a Canadian Woman: Place-Based Relationships and Narratives in Outdoor Education; Liz Peredun -- Chapter 53. Learning from Tragedy: The Legacies of Laura and Alice; Claire Dallat -- SECTION VI. Towards an inclusive and nourishing future for women in outdoor learning environments -- Chapter 54. Writing Gendered Embodiment into Outdoor Learning Environments: Journalling for Critical Consciousness; Jen Wigglesworth -- Chapter 55. Blazing a Trail…Together: The Need for Mentoring and Collaboration Amongst Women in Outdoor Leadership; Mary Ellen Avery, Christine Norton, Anita Tucker -- Chapter 56. Voices of Colour: Dreaming of an Inclusive Outdoor Leadership Environment; Tanya Rao and Nina Roberts -- Chapter 57. A Pākehā Woman's Journey Towards Bicultural Responsibility In Outdoor Education; Maureen Legge -- Chapter 58. Seeking a way beyond gender: A case from a personal story; Takano Takako -- Chapter 59. True Nature: Coming Home to Self Through Nature and Adventure Experience -- Chapter 60. Leading from the Heart of Nature -- Chapter 61. Travel Play Live: Inspiring Adventurous Women Towards an Inclusive Future in Outdoor Learning Environments. Chapter 62. Pathways Forward to a More Inclusive Future Whilst Honouring the Past; Denise Mitten and Tonia Gray. Tipo de medio : Computadora Summary : This Handbook serves as a starting point for critical analysis and discourse about the status of women in outdoor learning environments (OLEs). Women choose to participate actively in outdoors careers, many believing the profession is a level playing field and that it offers alternatives to traditional sporting activities. They enter outdoor learning primarily on the strength of their enthusiasm for leading and teaching in natural environments and assume the field is inclusive, rewarding excellence regardless of age, gender, socioeconomic status, disability, or ethnicity. However, both research and collective experiences in OLEs suggest that many women feel invisible, relegated, marginalized, and undervalued. In response to this marginalization, this Handbook celebrates the richness of knowledge and practices of women practitioners in OLEs. Women scholars and practitioners from numerous fields, such as experiential outdoor education, adventure education, adventure therapy, and gender studies, explore the implications of their research and practice using poignant examples within their own disciplines. These insights emerge from similar life experiences as women and outdoor leaders in the 1970s to the present. Social inequalities still abound in OLEs, and the Handbook ensures that the contributions of women are highlighted as well as the work that needs to be done to make these spaces inclusive. Global in perspective and capacious in content, this one-stop volume is an indispensable reference resource for a diverse range of academics, including students and researchers in the fields of education, psychology, sociology, gender studies, geography, and environment studies, as well as the many outdoors fields. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...] The Palgrave International Handbook of Women and Outdoor Learning [documento electrónico] / Gray, Tonia, ; Mitten, Denise, . - 1 ed. . - [s.l.] : Springer, 2018 . - XLI, 924 p. 91 ilustraciones.
ISBN : 978-3-319-53550-0
Libro disponible en la plataforma SpringerLink. Descarga y lectura en formatos PDF, HTML y ePub. Descarga completa o por capítulos.
Idioma : Inglés (eng)
Palabras clave: Aprendizaje Psicología de Sexo Educación profesional Educación vocacional Ciencias ambientales Psicología Instruccional Estudios de género Educación profesional y vocacional Ciencias Sociales Ambientales Clasificación: 370.15 Educación (Psicología educativa) Resumen: Este manual sirve como punto de partida para el análisis y el discurso críticos sobre la situación de las mujeres en entornos de aprendizaje al aire libre (OLE). Las mujeres eligen participar activamente en carreras al aire libre, ya que muchas creen que la profesión es un campo de juego nivelado y que ofrece alternativas a las actividades deportivas tradicionales. Ingresan al aprendizaje al aire libre principalmente gracias a su entusiasmo por liderar y enseñar en entornos naturales y asumen que el campo es inclusivo y recompensa la excelencia independientemente de la edad, el género, el nivel socioeconómico, la discapacidad o el origen étnico. Sin embargo, tanto la investigación como las experiencias colectivas en OLE sugieren que muchas mujeres se sienten invisibles, relegadas, marginadas y subvaloradas. En respuesta a esta marginación, este Manual celebra la riqueza de conocimientos y prácticas de las mujeres profesionales en OLE. Mujeres académicas y profesionales de numerosos campos, como la educación experiencial al aire libre, la educación de aventuras, la terapia de aventuras y los estudios de género, exploran las implicaciones de su investigación y práctica utilizando ejemplos conmovedores dentro de sus propias disciplinas. Estas ideas surgen de experiencias de vida similares a las de mujeres y líderes al aire libre desde la década de 1970 hasta el presente. Las desigualdades sociales todavía abundan en los OLE, y el Manual garantiza que se destaquen las contribuciones de las mujeres, así como el trabajo que debe realizarse para que estos espacios sean inclusivos. Global en perspectiva y amplio en contenido, este volumen integral es un recurso de referencia indispensable para una amplia gama de académicos, incluidos estudiantes e investigadores en los campos de la educación, la psicología, la sociología, los estudios de género, la geografía y los estudios ambientales, así como como los numerosos campos al aire libre. Nota de contenido: SECTION I. Setting the Scene -- Chapter 1. Nourishing Terrains: Women's Contributions to Outdoor Learning Environments; Tonia Gray and Denise Mitten -- Chapter 2. Let's Meet at the Picnic Table at Midnight; Denise Mitten -- Chapter 3.Thirty Years On, and has the Gendered Landscape Changed in Outdoor Learning?; Tonia Gray -- Chapter 4. Outdoor Education: Threaded Pathways to Belonging; Sandy Allen Craig and Cathryn Carpenter -- Chapter 5. Elder Women Speak of Outdoor Learning and Experience; Genevieve Blades -- Chapter 6. Women's Voices in the Outdoors; Jo Straker -- Chapter 7. Women and Leadership: Commitments to Nurturing, More-Than-Human Worlds, and Fun; Denise Mitten -- Chapter 8. Tourist and Sport Reform Dress, Friluftsliv, and Women's Right to Vote: Norway 1880s-1913; Kirsti Pederson Gurholt -- Chapter 9. Building Relationship On and With Mother Mountain: Women Incorporating Indigenous Knowledge Into Outdoor Learning; Lynne Hoya Thomas, Nicole Taylorand Tonia Gray -- Chapter 10. Following the Currents of Mighty Women Past and Present; Anita Pryor -- Chapter 11. "Nature Study" as a Subject in the School Curriculum: A Female Voice From the Early Days; Rhona Miller -- SECTION II. Contested Spaces: Gender Disparity in Outdoor Learning Environments -- Chapter 12. Nourishing terrains? Troubling terrains? Women's Outdoor Work in Aotearoa New Zealand; Martha Bell, Marg Cosgriff, Pip Lynch and Robyn Zink -- Chapter 13. Ongoing Challenges for Women as Outdoor Leaders; Deb Jordan -- Chapter 14. Alice Through the Looking-Glass: An Autoethnographic Account of Women's Leadership in Outdoor Education in the UK; Kaz Stuart -- Chapter 15. Challenges Faced by Women Outdoor Leaders; Karen Warren, Shelly Risinger, TA Loeffler -- Chapter 16. Telling My Story: Being Female in Outdoor Education in Higher Education; Beth Christie -- Chapter 17. The Intangible Assets of Women as Leaders in Bush Adventure Therapy; FionaCameron -- Chapter 18. Messages about women through representation in adventure education texts and journals; Chapter 19. Locations of Resistance and Agency: The Actionable Space of Indian Women's Connection to the Outdoors; Vinathe Sharma-Bryner -- Chapter 20. Becoming Relational in Outdoor Education: Not Just Women's Work; Alison Lugg -- Chapter 21. Becoming Relational in Outdoor Education: Not Just Women's Work; Marna Hauk -- Chapter 22. Justice for All: Women in Outdoor Education; Sarah Dubreil Karpa -- SECTION III. Motherhood and outdoor learning environments: chaos and complexity -- Chapter 23. Conversations With My Children: The Outdoors as a Site of Disaster and Triumph; Jackie Kiewa -- Chapter 24. Mirrored Tensions: A Mother-Daughter Introspection on Gendered Experiences in Outdoor Recreation; Jan Oakley -- Chapter 25. The Rebuilding of an Outdoor Identity -- Chapter 26. Heroine's Journey: Navigating grief in the Outdoors to Emerge as a Bush Adventure Therapy Leader; Abby Buckley -- Chapter 27. Wild Abandon; Ruthie Rohde -- SECTION IV. Leadership, learning, and transformations -- Chapter 28. Becoming a Woodswoman; Christy Smith and Denise Mitten -- Chapter 29. The Backcountry of the Female Mind: Young Women's Voices From the Wilderness; Sara Boilen -- Chapter 30. Outdoor Education Entanglements: A Crone's Epiphany?; Noel Cox Caniglia -- Chapter 31. Eyes Wide Shut: A History of Blindness Towards the Feminine in Outdoor Education in Australia; Carol Birrell -- Chapter 32. Three Women's Co-Autoethnography of Life-long Adventures in Nature; Di Collins, Heather Brown and Barbara Humberstone -- Chapter 33. Women, Physicality and the Outdoors: A Story of Strength and Fragility in a Kayaking Identity; Linda Allin -- Chapter 34. Once a Guide, Always a Guide: A Way of Being; Carroll Graham and Ruth Lusty -- Chapter 35. LGBTQ Girl Scouts Reflect on Their Outdoor Experiences; Stefanie Argus.-Chapter 36. Adventures Beyond Cookies: A Girl Scout Journey Into Crumbling Cookie Stereotypes; Priscilla McKenney -- Chapter 37. Reflections of an Educator on the Impact of the Outdoors on Body Positivity; Joelle Breault-Hood -- Chapter 38. Re(turning)to the Sacred Trails: (Re)storying Connections to More-Than-Human Worlds in Outdoor Education; Kathryn Riley -- Chapter 39. The Soloists Journey as a Window to Wisdom; Bridget Jackson -- SECTION V. Case Studies of Women in Action -- Chapter 40. Women's Leadership of Family Nature Clubs: Furthering the Movement to Reconnect People with Nature; Chiara D'Amore -- Chapter 41. Singing in the Forest: Outdoor Education as Early Childhood Curriculum; Kumara Ward -- Chapter 42. Loose Parts Play: Creating Opportunities for Outdoor Education and Sustainability in Early Childhood; Jackie Neill -- Chapter 43. Outdoor Learning in Primary Schools - Predominately Female Ground; Amanda Lloyd -- Chapter 44. From theClassroom to the Cow: What We Have Learnt About Learning Through School-Farm Co-operation in Norway; Linda Jolly and Sidsel S. Sandberg -- Chapter 45. Changing Girls' Lives: One Program at a Time; Anja Whittington -- Chapter 46. Empowering Girls and Women through Experiential Education: A Peace Corps Volunteer's Story; Susie Barr-Wilson -- Chapter 47. Turning Inside Out: Learning Through Local Phenomena and Lived Experience; Clarice Lisle -- Chapter 48. OOSH Artists Explore Eco-Art for Ecopedagogical Outcomes; Samantha Crosby -- Chapter 49. Udeskole in Denmark: A Narrative of Mutual Support and Sharing; Chapter 50. Bringing the Inside Out and the Outside In: Place-Based Learning Rendering Classroom Walls Invisible; Katherine Bates -- Chapter 51. Space to Create: Learning with Nature in an Arts and Cultural Context Through a Woman's Lens; Mary Preece -- Chapter 52. Insights from a Canadian Woman: Place-Based Relationships and Narratives in Outdoor Education; Liz Peredun -- Chapter 53. Learning from Tragedy: The Legacies of Laura and Alice; Claire Dallat -- SECTION VI. Towards an inclusive and nourishing future for women in outdoor learning environments -- Chapter 54. Writing Gendered Embodiment into Outdoor Learning Environments: Journalling for Critical Consciousness; Jen Wigglesworth -- Chapter 55. Blazing a Trail…Together: The Need for Mentoring and Collaboration Amongst Women in Outdoor Leadership; Mary Ellen Avery, Christine Norton, Anita Tucker -- Chapter 56. Voices of Colour: Dreaming of an Inclusive Outdoor Leadership Environment; Tanya Rao and Nina Roberts -- Chapter 57. A Pākehā Woman's Journey Towards Bicultural Responsibility In Outdoor Education; Maureen Legge -- Chapter 58. Seeking a way beyond gender: A case from a personal story; Takano Takako -- Chapter 59. True Nature: Coming Home to Self Through Nature and Adventure Experience -- Chapter 60. Leading from the Heart of Nature -- Chapter 61. Travel Play Live: Inspiring Adventurous Women Towards an Inclusive Future in Outdoor Learning Environments. Chapter 62. Pathways Forward to a More Inclusive Future Whilst Honouring the Past; Denise Mitten and Tonia Gray. Tipo de medio : Computadora Summary : This Handbook serves as a starting point for critical analysis and discourse about the status of women in outdoor learning environments (OLEs). Women choose to participate actively in outdoors careers, many believing the profession is a level playing field and that it offers alternatives to traditional sporting activities. They enter outdoor learning primarily on the strength of their enthusiasm for leading and teaching in natural environments and assume the field is inclusive, rewarding excellence regardless of age, gender, socioeconomic status, disability, or ethnicity. However, both research and collective experiences in OLEs suggest that many women feel invisible, relegated, marginalized, and undervalued. In response to this marginalization, this Handbook celebrates the richness of knowledge and practices of women practitioners in OLEs. Women scholars and practitioners from numerous fields, such as experiential outdoor education, adventure education, adventure therapy, and gender studies, explore the implications of their research and practice using poignant examples within their own disciplines. These insights emerge from similar life experiences as women and outdoor leaders in the 1970s to the present. Social inequalities still abound in OLEs, and the Handbook ensures that the contributions of women are highlighted as well as the work that needs to be done to make these spaces inclusive. Global in perspective and capacious in content, this one-stop volume is an indispensable reference resource for a diverse range of academics, including students and researchers in the fields of education, psychology, sociology, gender studies, geography, and environment studies, as well as the many outdoors fields. Enlace de acceso : https://link-springer-com.biblioproxy.umanizales.edu.co/referencework/10.1007/97 [...]
