You are never alone: understanding the educational potential of an ‘urban solo’ in promoting place-responsiveness

References

• Bakhtin, M. M. 1981. The Dialogic Imagination: Four Essays. Austin/London: University of Texas Press.
   Google Scholar
• Barad, K. 2014. “Diffracting Diffraction: Cutting Together-Apart.” Parallax 20 (3): 168–187. doi:10.1080/13534645.2014.927623.
   Web of Science ®Google Scholar
• Barfod, K. 2018. “Maintaining Mastery but Feeling Professionally Isolated: Experienced Teachers’ Perceptions of Teaching Outside the Classroom.” Journal of Adventure Education and Outdoor Learning 18 (3): 201–213. doi:10.1080/14729679.2017.1409643.
   Web of Science ®Google Scholar
• Barnett, R. 2007. A Will to Learn. Being a Student in an Age of Uncertainty. Berkshire: Open University Press.
   Google Scholar
• Barnett, R. 2005. “Recapturing the Universal in the University.” Educational Philosophy and Theory 37 (6): 785–797. doi:10.1111/j.1469-5812.2005.00158.x.
   Google Scholar
• Barnett, R. 2004. “Learning for an Unknown Future.” Higher Education Research and Development 23 (3): 247–260.
   Google Scholar
• Beames, S., P. Higgins, and R. Nicol. 2012. Learning Outside the Classroom: Theory and Guidelines for Practice. New York: Routledge/Taylor and Francis Group.
   Google Scholar
• Bentsen, P., F. Jensen, E. Mygind, and T. Randrup. 2010. “The Extent and Dissemination of Udeskole in Danish Schools.” Urban Forestry and Urban Greening 9 (3): 235–243. doi:10.1016/j.ufug.2010.02.001.
   Web of Science ®Google Scholar
• Bobilya, A., L. McAvoy, R. Kenneth, and J. Kalisch. 2005. “The Power of the Instructor in the Solo Experience: An Empirical Study and Some Non-empirical Questions.” Journal of Adventure Education and Outdoor Learning 5 (1): 35–50. doi:10.1080/14729670585200581.
   Google Scholar
• Bozalek, V., and Z. Michalinos. 2017. “Diffraction or Reflection? Sketching the Contours of Two Methodologies in Educational Research.” International Journal of Qualitative Studies in Education 30 (2): 111–127. doi:10.1080/09518398.2016.1201166.
   Web of Science ®Google Scholar
• Badley, G. 2002. “A Really Useful Link between Teaching and Research.” Teaching in Higher Education 7 (4): 443–445. doi:10.1080/135625102760553937.
   Google Scholar
• Campbell, L. 2010. “Go Somewhere, do Something. How Students Responded to the Opportunity to Complete an Unstructured, Five-day, Wilderness Solo in the Cantabrian Mountains, Northern Spain.” Journal of Adventure Education and Outdoor Learning 10 (1): 33–49. doi:10.1080/14729671003669347.
   Google Scholar
• Charmaz, K. 2006. Constructing Grounded Theory: A Practical Guide through Qualitative Analysis. London: Sage.
   Google Scholar
• Charmaz, K. 2014. Constructing Grounded Theory. 2nd ed. Los Angeles/London: Sage.
   Google Scholar
• Cheney, J. 1989. “Postmodern Environmental Ethics: Ethics as Bioregional Narrative.” Environmental Ethics 11 (2): 117–134. doi:10.5840/enviroethics198911231.
   Web of Science ®Google Scholar
• Clarke, P. 2012. Education for Sustainability: Becoming Naturally Smart. Oxford: Routledge.
   Google Scholar
• Cocks, S., and S. Simpson. 2015. “Anthropocentric and Ecocentric: An Application of Environmental Philosophy to Outdoor Recreation and Environmental Education.” Journal of Experiential Education 38 (3): 216–227. doi:10.1177/1053825915571750.
   Web of Science ®Google Scholar
• Cornell, J. 1989. Sharing the Joy of Nature: Nature Activities for All Ages. Nevada City: Dawn Publications.
   Google Scholar
• Department for International Development. 2010. Cities: The New Frontier. London: DFID.
   Google Scholar
• Dall’Alba, G., and R. Barnacle. 2007. “An Ontological Turn for Higher Education.” Studies in Higher Education 32 (6): 679–691. doi:10.1080/03075070701685130.
   Web of Science ®Google Scholar
• DeSouza, M. L., A. DaSilveira, and W. B. Gomes. 2008. “Verbalized Inner Speech and the Expressiveness of Self-Consciousness.” Qualitative Research in Psychology 5 (2):154–170. doi:10.1080/14780880701734511.
   Google Scholar
• Derby, M., L. Piersol, and S. Blenkinsop. 2015. “Refusing to Settle for Pigeons and Parks: Urban Environmental Education in the Age of Neoliberalism.” Environmental Education Research 21 (3): 378–389. doi:10.1080/13504622.2014.994166.
   Web of Science ®Google Scholar
• Dewey, J. 1963. Experience and Education. London: Collier-Macmillan.
   Google Scholar
• Duhn, I., K. Malone, and M. Tesar. 2017. “Troubling the Intersections of Urban/Nature/Childhood in Environmental Education.” Environmental Education Research 23 (10): 1357–1368. doi:10.1080/13504622.2017.1390884.
   Web of Science ®Google Scholar
• Fägerstam, E. 2014. “High School Teachers’ Experience of the Educational Potential of Outdoor Teaching and Learning.” Journal of Adventure Education and Outdoor Learning 14 (1): 56–81. doi:10.1080/14729679.2013.769887.
   Google Scholar
• Gibbs, G. 1988. Learning by Doing: A Guide to Teaching and Learning Methods. Oxford: Oxford Further Education Unit.
   Google Scholar
• González, N., L. Moll, and C. Amanti, eds. 2005. Funds of Knowledge: Theorizing Practices in Households, Communities, and Classrooms. Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Gruenewald, D. 2003. “The Best of Both Worlds: A Critical Pedagogy of Place.” Educational Researcher 32 (4): 3–12. doi:10.3102/0013189X032004003.
   Google Scholar
• Haraway, D. 1997. Modest_Witness@Second_Millennium.FemaleMan_Meets_OncoMouseTM: Feminism and Technoscience. London: Routledge.
   Google Scholar
• Harvey, D. 2013. Rebel Cities: From the Right to the City to the Urban Revolution. London: Verso.
   Google Scholar
• Henderson, B., and N. Vikander. 2007. Nature First: Outdoor Life the Friluftsliv Way. Toronto: Natural Heritage Books.
   Google Scholar
• Higgins, P., and R. Nicol, eds. 2002. Outdoor Education: Authentic Learning in the Context of Landscapes. Vol.2. An International Collaboration Project Supported by the European Union Comenius Action 2. Kinda, Sweden: Kinda Education Centre.
   Google Scholar
• Hill, A., and M. Brown. 2014. “Intersections between Place, Sustainability and Transformative Outdoor Experiences.” Journal of Adventure Education and Outdoor Learning 14 (3): 217–232. doi:10.1080/14729679.2014.918843.
   Google Scholar
• Holstein, J. A., and J. F. Gubrium. 1995. The Active Interview. London: Sage.
   Google Scholar
• Hung, R. 2017. “A Critical Trilogy of Place: Dwelling in/on an Irritated Place.” Environmental Education Research 23 (5): 615–626. doi:10.1080/13504622.2016.1182624.
   Web of Science ®Google Scholar
• Husserl, E. 1973. Logical Investigations. Translated by J. N. Findlay. London: Routledge.
   Google Scholar
• Ingold, T. 2000. Perception of the Environment: Essays on Livelihood, Dwelling and Skill. ProQuest Ebook Central. London: Taylor and Francis Group.
   Google Scholar
• James, S. 2009. The Presence of Nature: A Study in Phenomenological and Environmental Philosophy. Basingstoke: Palgrave Macmillan.
   Google Scholar
• James, S. 2015. Environmental Philosophy: An Introduction. Cambridge: Polity.
   Google Scholar
• James, W. 2000. Pragmatism and Other Writings. London: Penguin.
   Google Scholar
• Jickling, B. 2015. “Self-willed Learning: Experiments in Wild Pedagogy.” Cultural Studies of Science Education 10 (1): 149–161. doi:10.1007/s11422-014-9587-y.
   Web of Science ®Google Scholar
• Jickling, B., S. Blenkinsop, N. Timmerman, and M. Sitka-Sage. 2018. “Wild Pedagogies: Touchstones for Re-Negotiating Education and the Environment in the Anthropocene.” Palgrave (eBook). doi:10.1007/978-3-319-90176-3.
   Google Scholar
• Knapp, C., and T. Smith. 2005. Exploring the Power of Solo, Silence, and Solitude. Boulder, CO: Association for Experiential Education.
   Google Scholar
• Kolb, A., and D. Kolb. 2005. “Learning Styles and Learning Space: Enhancing Experiential Learning in Higher Education.” Academy of Management Learning & Education 4 (2): 193–212. doi:10.5465/amle.2005.17268566.
   Web of Science ®Google Scholar
• Lefebvre, H. 2003. The Urban Revolution. Minneapolis: University of Minnesota Press. doi:10.1086/ahr/57.2.471.
   Google Scholar
• Macfarlane, B. 2004. Teaching with Integrity: The Ethics of Higher Education Practice. London/New York: Routledge Falmer.
   Google Scholar
• Macfarlane, B. 2008. Researching with Integrity: The Ethics of Academic Inquiry. New York/London: Routledge, Taylor and Francis Group.
   Google Scholar
• Mannion, G., A. Fenwick, C. Nugent, and J. I’Anson. 2011. Teaching in Nature. Battleby, Scotland: Scottish Natural Heritage Commissioned Report No. 476.
   Google Scholar
• Mercer, N. 1995. The Guided Construction of Knowledge: Talk amongst Teachers and Learners. Clevedon: Multilingual Matters.
   Google Scholar
• Mercer, N. 2000. Words and Minds: How We Use Language to Think Together. London: Routledge.
   Google Scholar
• Merleau-Ponty, M. 2002. Phenomenology of Perception. Oxon: Routledge/Kegan Paul.
   Google Scholar
• Midgley, M. 1995. Beast and Man: The Roots of Human Nature. London: Routledge.
   Google Scholar
• Miettinen, R. 2000. “The Concept of Experiential Learning and John Dewey’s Theory of Reflective Thought and Action.” International Journal of Lifelong Education 19 (1): 54–72. doi:10.1080/026013700293458.
   Google Scholar
• Moore, E., ed. 1998. Charles S. Price. The Essential Writings. New York: Prometheus.
   Google Scholar
• Morgan, J. 2017. “Learning from Cities: A Cautionary Note about Urban/Childhood/Nature Entanglements.” Environmental Education Research 23 (10): 1369–1378. doi:10.1080/13504622.2017.1325449.
   Web of Science ®Google Scholar
• Nicol, R. 2002. “Outdoor Education: Research Topic or Universal Value? Part One.” Journal of Adventure Education and Outdoor Learning 2 (1): 29–41. doi:10.1080/14729670285200141.
   Google Scholar
• Nicol, R. 2014. “Entering the Fray: The Role of Outdoor Education in Providing Nature-Based Experiences That Matter.” Educational Philosophy and Theory 46 (5): 449–461. doi:10.1111/j.1469-5812.2011.00840.x.
   Web of Science ®Google Scholar
• Nicol, R. 2014. “Fostering Environmental Action through Outdoor Education.” Educational Action Research 22 (1): 39–56. doi:10.1080/09650792.2013.854174.
   Google Scholar
• Nicol, R., P. Higgins, H. Ross, and G. Mannion. 2007. Outdoor Education in Scotland: A Summary of Recent Research. Glasgow: Scottish Natural Heritage, Battleby and Learning and Teaching Scotland.
   Google Scholar
• Peters, M. 2009. “Editorial: Heidegger, Phenomenology, Education.” Educational Philosophy and Theory 41 (1):1–6. doi:10.1111/j.1469-5812.2008.00516.x.
   Web of Science ®Google Scholar
• Plumwood, V. 2002. The Ecological Crisis of Reason. Oxon: Routledge.
   Google Scholar
• Pollard, V. 2014. “An Ontological Turn in Critical Thinking in Higher Education”. In Research and Development in Higher Education: Higher Education in a Globalized World, edited by A. Kwan, E. Wong, T. Kwong, P. Lau, and A. Goody, 266–273. Hong Kong: Refereed papers from the 37th HERDSA Annual International Conference.
   Google Scholar
• Pyyry, N. 2017. “Thinking with Broken Glass: Making Pedagogical Spaces of Enchantment in the City.” Environmental Education Research 23 (10):1391–1401. doi:10.1080/13504622.2017.1325448.
   Web of Science ®Google Scholar
• Quay, J. 2015. Understanding Life in School. From Academic Classroom to Outdoor Education. New York: Palgrave Macmillan.
   Google Scholar
• Rautio, P., R. Hohti, R.-M. Leinonen, and T. Tammi. 2017. “Reconfiguring Urban Environmental Education with ‘Shitgull’ and a ‘Shop.’” Environmental Education Research 23 (10): 1379–1390. doi:10.1080/13504622.2017.1325446.
   Web of Science ®Google Scholar
• Relph, E. 1976. Place and Placelessness. London: Pion.
   Google Scholar
• Riesmann, C. K. 1993. Narrative Analysis. Newbury Park, CA/London: Sage.
   Google Scholar
• Rogoff, B. 1990. Apprenticeship in Thinking: Cognitive Development in Social Context. New York/Oxford: Oxford University Press.
   Google Scholar
• Rogoff, B. 2003. The Cultural Nature of Human Development. Oxford: Oxford University Press.
   Google Scholar
• Saldana, J. 2009. The Coding Manual for Qualitative Researchers. London: Sage.
   Google Scholar
• Seamon, D. 2014. “Place Attachment and Phenomenology.” In Place Attachment: Advances in Theory, Applications and Methods, edited by L. Manzo and P. Devine-Wright, 11–22. London: Routledge.
   Google Scholar
• Smyth, J. E. 1998. Learning to Sustain. Stirling: Scottish Environmental Education Council.
   Google Scholar
• Snyder, G. 1990. The Practice of the Wild. New York: North Point Press.
   Google Scholar
• Sobel, D. 2004. Place-Based Education. Connecting Classrooms and Communities. Great Barrington, MA: Orion Press.
   Google Scholar
• Straker, T., T. Potter, and D. Irwin. 2017. “Untrodden Paths: A Critical Conversation about Wilder Places in Outdoor Education.” Canadian Journal of Environmental Education 22: 97–115.
   Google Scholar
• Strauss, A., and J. Corbin. 1998. Basics of Qualitative Research. Thousand Oaks, CA: Sage.
   Google Scholar
• Tuan, Y. 1974. Topophilia: A Study of Environmental Perception, Attitudes, and Values. London: Prentice-Hall.
   Google Scholar
• van Manen, M. 2007. “Phenomenology of Practice.” Phenomenology and Practice 1 (1): 11–30.
   Google Scholar
• van Matre, S. 1990. Earth Education: A New Beginning. Greenville: Institute for Earth Education.
   Google Scholar
• Vygotsky, L. S. 1978. Mind in Society. Cambridge, MA: Harvard University Press.
   Google Scholar
• Waite, S. 2010. “Losing Our Way? The Downward Path for Outdoor Learning for Children Aged 2–11 Years.” Journal of Adventure Education and Outdoor Learning 10 (2): 111–112. doi:10.1080/14729679.2010.531087.
   Google Scholar
• Wals, A., and S. Corcoran. 2012. Learning for Sustainability in Times of Accelerating Change. Wageningen: Wageningen Academic Publishers.
   Google Scholar
• Wattchow, B., and M. Brown. 2011. A Pedagogy of Place: Outdoor Education for a Changing World. Clayton: Monash University Publishing.
   Google Scholar
• Wells, G. 2000. “Dialogic Inquiry in Education: Building on the Legacy of Vygotsky.” In Vygotskian Perspectives on Literacy Research: Constructing Meaning through Collaborative Inquiry, edited by C. D. Lee and P. Smagorinsky, 51–85. New York: Cambridge University Press.
   Google Scholar
• Wertsch, J. V. 1985. Vygotsky and the Social Formation of Mind. Cambridge, MA: Harvard University Press.
   Google Scholar
• Weston, A. 1992. “Between Means and Ends.” Monist 75 (2): 236–249.
   Web of Science ®Google Scholar
• Weston, A. 1994. Back to Earth: Tomorrow’s Environmentalism. Philadelphia: Temple Press.
   Google Scholar
• Weston, A. 2009. The Incompleat (SIC) Eco-philosopher: Essays from the Edges of Environmental Ethics. Albany: State University of New York Press.
   Google Scholar
• Whitehead, A. 1968. Modes of Thought. Toronto: Collier-Macmillan.
   Google Scholar
• Wolsink, M. 2016. “Environmental Education Excursions and Proximity to Urban Green Space – Densification in a ‘Compact City.’” Environmental Education Research 22 (7): 1049–1071. doi:10.1080/13504622.2015.1077504.
   Web of Science ®Google Scholar
• Zembylas, M. 2017. “The Contribution of the Ontological Turn in Education: Some Methodological and Political Implications.” Educational Philosophy and Theory 49 (14): 1401–1414. doi:10.1080/00131857.2017.1309636.
   Web of Science ®Google Scholar