Where’s the E in OE? The McDonaldization of Irish outdoor education

References

• Barrett, J., & Greenaway, R. (1995). Why adventure? The role and value of outdoor adventure in young people’s personal and social development (pp. 70). Coventry: Foundation for Outdoor Adventure.
   Google Scholar
• Beames, S., & Brown, M. (2014). Enough of Ronald and Mickey: Focusing on learning in outdoor education. Journal of Adventure Education and Outdoor Learning, 14(2), 118–131.
   Google Scholar
• Beames, S., & Brown, M. (2016). Adventurous learning: A pedagogy for a changing world. New York: Routledge.
   Google Scholar
• Beames, S., & Brown, M. (2017). Disneyization and the provision of leisure experiences. In Eds., K. Spracklen, B. Lashua, E. Sharpe, & S. Swain The Palgrave handbook of leisure theory. London: Macmillan Publishers. 855–871. doi:10.1057/978-1-137-56479-5_48
   Google Scholar
• Beames, S. K., & Pike, E. C. J. (2008). Goffman goes rock climbing: Using creative fiction to explore the presentation of self in outdoor education. Australian Journal of Outdoor Education, 12(2), 3–11.
   Google Scholar
• Becker, P. (2016). From ‘Erlebnis’ to adventure: A view on the German Erlebnispädagogik. In B. Humberstone, H. Prince, & K. A. Henderson (Eds.), Routledge international handbook of outdoor studies (pp. 20–29). New York: Taylor & Francis.
   Google Scholar
• Beedie, P. (2016). Adventure tourism. In B. Humberstone, H. Prince, & K. A. Henderson (Eds.), Routledge international handbook of outdoor studies (pp. 463–471). New York: Taylor & Francis.
   Google Scholar
• Berman, D. S., & Davis-Berman, J. (2005). Positive psychology and outdoor education. The Journal of Experiential Education, 28(1), 17–24.
   Google Scholar
• Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101.
   Google Scholar
• Braun, V., & Clarke, V. (2019). Reflecting on reflexive thematic analysis. Qualitative Research in Sport, Exercise and Health, 11(4), 589–597.
   Web of Science ®Google Scholar
• Brookes, A. (2002). Lost in the Australian bush: Outdoor education as curriculum. Journal of Curriculum Studies, 34(4), 405–425.
   Web of Science ®Google Scholar
• Brookes, A. (2003a). A critique of neo-Hahnian outdoor education theory. Part one: Challenges to the concept of “character building.” Journal of Adventure Education & Outdoor Learning, 3(1), 49–62.
   Google Scholar
• Brookes, A. (2003b). A critique of neo-Hahnian outdoor education theory. Part two: “The fundamental attribution error” in contemporary outdoor education discourse. Journal of Adventure Education & Outdoor Learning, 3(2), 119–132.
   Google Scholar
• Brookes, A. (2016). Foundation myths and the roots of adventure education in the Anglosphere. In B. Humberstone, H. Prince, & K. A. Henderson (Eds.), Routledge international handbook of outdoor studies (pp. 11–19). New York: Taylor & Francis.
   Google Scholar
• Brookes, A. (2022). A paradigm shift that never was. (A critique of Neo-Hahnian outdoor education theory part three). Journal of Outdoor and Environmental Education. doi:10.1007/s42322-021-00088-5
   Google Scholar
• CDETB Curriculum Development Unit. (2015). Annual report 2014/2015 & programme of activities 2015/16.
   Google Scholar
• Chief Executive Officers Association. (1990). CEOA policy statement. Decision Maker, May, 29–31.
   Google Scholar
• Chikasha, S., Ntuli, M., & Sundarjee, R. (2014). ICT integration in teaching: An uncomfortable zone for teachers: A case of schools in Johannesburg. Education as Change, 18(1), 137–150.
   Web of Science ®Google Scholar
• Coe, R., Waring, M., Hedges, L. V., & Arthur, J. (Eds.). (2017). Research methods and methodologies in education (2nd ed.). London: SAGE.
   Google Scholar
• Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). New Delhi: Routledge.
   Google Scholar
• Cooper, G. (2016). Outdoor education, environment and sustainability: Youth, society and environment. In B. Humberstone, H. Prince, & K. A. Henderson (Eds.), Routledge international handbook of outdoor studies (pp. 398–408). New York: Taylor & Francis.
   Google Scholar
• Cowan, D., & Taylor, I. M. (2016). ‘I’m proud of what I achieved; I’m also ashamed of what I done’: A soccer coach’s tale of sport, status, and criminal behaviour. Qualitative Research in Sport, Exercise and Health, 8(5), 505–518.
   Web of Science ®Google Scholar
• Creswell, J. W., & Plano-Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). California: SAGE.
   Google Scholar
• Delamont, S. (2016). Fieldwork in educational settings methods, pitfalls and perspectives (3rd ed.). New York: Routledge.
   Google Scholar
• Department Of Education and Science. (1999). Mathematics—Primary school curriculum. (p. 134). Accessed 30 May 2022. https://www.curriculumonline.ie/getmedia/9df5f3c5-257b-471e-8d0f-f2cf059af941/PSEC02_Mathematics_Curriculum.pdf
   Google Scholar
• Department Of Education and Science. (2001). Leaving certificate biology syllabus (p. 52). Accessed 30 May 2022. https://www.curriculumonline.ie/getmedia/0cc3a7ac-fd8c-4612-8e4d-81cd82482abc/SCSEC07_Biology_Syllabus_Eng.pdf
   Google Scholar
• Department Of Education and Science. (2003). Junior cycle physical education. The Stationery Office. .
   Google Scholar
• Department of Education and Skills. (2017). Junior cycle geography. Acessed 30 May 2022. https://curriculumonline.ie/getmedia/2a7a8d03-00e6-4980-bf20-f58def95688f/JC_Geography-en.pdf
   Google Scholar
• Dewey, J. (1938). Experience and education. New York: Pocket Books.
   Google Scholar
• Drasdo, H. (1973). Education and the mountain centres (4th ed.). Cumbria: Adventure Education.
   Google Scholar
• Dyment, J., Morse, M., Shaw, S., & Smith, H. (2014). Curriculum development in outdoor education: Tasmanian teachers’ perspectives on the new pre-tertiary outdoor leadership course. Journal of Adventure Education & Outdoor Learning, 14(1), 82–99.
   Google Scholar
• ETBI. (2022). ETB outdoor education and training provision: A strategic framework for the sector 2021—2023 (p. 36). Education and Training Boards Ireland. Accessed 30 May 2022. https://www.etbi.ie/wp-content/uploads/2022/02/FET-Outdoor-Education-Training-12.11.pdf?x55593
   Google Scholar
• Geertz, C. (1973). The interpretation of cultures: Selected essays by Clifford Geertz. New York: Basic Books.
   Google Scholar
• Gelter, H. (2007). Friluftsliv as Slow Experiences in a Post-Modern “Experience” Society. In B. Henderson & N. Vikander (Eds.), Nature First: Outdoor Life the Friluftsliv Way (pp. 37–46). Natural Heritage Books.
   Google Scholar
• Gilbert, J., & Chase, C. M. (1988). Outdoor education. Journal of Physical Education, Recreation & Dance, 58(5), 28–29.
   Google Scholar
• Gleeson, J. (2021). Evolution of Irish curriculum culture: Understandings, policy, reform and change. Irish Educational Studies, 1–21.
   Web of Science ®Google Scholar
• Gobo, G. (2008). Doing ethnography. Los Angeles: SAGE.
   Google Scholar
• Guba, E. G., & Lincoln, Y. S. (1981). Effective evaluation: Improving the usefulness of evaluation results through responsive and naturalistic approaches (pp. xxv, 423). California: Jossey-Bass.
   Google Scholar
• Guba, E., & Lincoln, Y. (1994). Competing paradigms in qualitative research . In D. Norman & L. Yvonna (Eds.), Handbook of qualitative research (pp. 105–117). Los Angeles: SAGE.
   Google Scholar
• Hammersley, M. (2002). Ethnography and realism. In M. Huberman & M. Miles (Eds.), The qualitative researcher’s companion: classic and contemporary readings (pp. 65–80). California: SAGE.
   Google Scholar
• Hannon, S. (2018). Irish outdoor education: Knowing my place. In B. Peter, H. Barbara, L. Chris, & S. Jochem (Eds.), The changing world of outdoor learning in Europe (pp. 194–206). New York: Routledge.
   Google Scholar
• Hannon, S., & O’Callaghan, K. (2020). ETBI outdoor education and training centre network—Sectoral review. Galway-Mayo Institute of Technology: ETBI.
   Google Scholar
• Haraway, D. (1988). Situated knowledges: The science question in feminism and the privilege of partial perspective. Feminist Studies, 14(3), 575–599.
   Web of Science ®Google Scholar
• Kendall, S., & Roger, J. (2015). Learning away final evaluation: Full report (p. 153). Paul Hamlyn Foundation/York Consulting. Accessed 14 Feb 2021. https://www.phf.org.uk/publications/learning-away-final-evaluation-full-report/
   Google Scholar
• Klein, A. M. (1993). Little big men: Bodybuilding subculture and gender construction (2nd ed.). New York: SUNY Press.
   Google Scholar
• Loynes, C. (1998). Adventure in a bun. Journal of Experiential Education, 21(1), 35–39.
   Google Scholar
• Loynes, C. (2002). The generative paradigm. Journal of Adventure Education and Outdoor Learning, 2(2), 113–125.
   Google Scholar
• Loynes, C. (2018). Theorising of outdoor education: Purpose and practice. In T. Jeffs & J. Ord (Eds.), Rethinking outdoor, experiential and informal education: Beyond the confines (pp. 25–39). New York: Routledge.
   Google Scholar
• Lugg, A. (2004). Outdoor adventure in Australian outdoor education: Is it a case of roast for Christmas dinner? Australian Journal of Outdoor Education, 8(1), 4–11.
   Google Scholar
• Malone, S. (2003). Ethics at home: Informed consent in your own backyard. International Journal of Qualitative Studies in Education, 16(6), 797–815.
   Google Scholar
• McGuire, P. (2019, August 16). What is further education and training? The Irish Times. https://www.irishtimes.com/news/education/what-is-further-education-and-training-1.3973131
   Google Scholar
• Mernagh, E. (1987). Outdoor education and the ‘fringe’ syndrome (p. 29). Unpublished research paper.
   Google Scholar
• Mertens, D. M. (2015). Research and evaluation in education and psychology: Integrating diversity with quantitative, qualitative, and mixed methods (4th ed.). California: SAGE.
   Google Scholar
• NCCA. (1999). Primary school curriculum physical education. Dublin: The Stationery Office.
   Google Scholar
• NCCA. (2009). Aistear: The early childhood curriculum framework. Dublin: National Council for Curriculum and Assessment. Accessed 14 May 2021. https://ncca.ie/media/4151/aistear_theearlychildhoodcurriculumframework.pdf
   Google Scholar
• NCCA. (2016). Physical education framework. National Council for Curriculum and Assessment. Accessed 30 May 2022. https://www.curriculumonline.ie/getmedia/bc195f63-5ba0-4053-92f0-2796fefa23c5/SCPE_Framework_en.pdf
   Google Scholar
• NCCA . (2022). Outdoor learning. NCCA. Accessed 27 May 2022. https://ncca.ie/en/primary/outdoor-learning/
   Google Scholar
• Nicol, R. (2002). Outdoor education: Research topic or universal value? Part one. Journal of Adventure Education & Outdoor Learning, 2(1), 29–41.
   Google Scholar
• Ó’Néill, S. (2020, September 15). Time for schools to give short outdoor play multi-breaks a go. The Irish Times. https://www.irishtimes.com/news/education/time-for-schools-to-give-short-outdoor-play-multi-breaks-a-go-1.4349661
   Google Scholar
• Orb, A., Eisenhauer, L., & Wynaden, D. (2001). Ethics in qualitative research. Journal of Nursing Scholarship, 33(1), 93–96.
   PubMed Web of Science ®Google Scholar
• Outdoor Education Ireland. (2005). Strategic plan 2006—2010. Ireland: OEI.
   Google Scholar
• Outdoor Education Ireland. (2016). Homepage. Accessed 08 June 2018.http://www.oei.ie/
   Google Scholar
• Parker-Jenkins, M. (2018). Problematising ethnography and case study: Reflections on using ethnographic techniques and researcher positioning. Ethnography and Education, 13(1), 18–33.
   Web of Science ®Google Scholar
• Pierce, J. (2020). The nature of public provision outdoor education in the Republic of Ireland: An ethno-case study of four outdoor education and training centres. Accessed 08 Oct 2021. [Unpublished Ph.D. Thesis, University of Edinburgh]. https://era.ed.ac.uk/handle/1842/37930
   Google Scholar
• Pierce, J., & O’Callaghan, K. (2018). Profiling outdoor instructors in Ireland: A short survey of Irish instructors. Horizons, 83, 32–34.
   Google Scholar
• Priest, S. (1986). Redefining outdoor education: A matter of many relationships. The Journal of Environmental Education, 17(3), 13–15.
   Google Scholar
• Quay, J., & Seaman, J. (2013). John Dewey and education outdoors: Making sense of the ‘educational situation’ through more than a century of progressive reforms. Rotterdam: Sense.
   Google Scholar
• Rice, T. (1997). A review of the operation of VEC outdoor education centres in Ireland: Report of the working group (p. 71). Department of Education and Science.
   Google Scholar
• Richardson, L. (2000). Evaluating ethnography. Qualitative Inquiry, 6(2), 253–255.
   Google Scholar
• Ritzer, G. (1983). The “McDonaldization” of society. Journal of American Culture, 6(1), 100–107.
   Web of Science ®Google Scholar
• Ritzer, G. (2019). The McDonaldization of society: Into the digital age (9th ed.). Los Angeles: SAGE.
   Google Scholar
• Ritzer, G. (2021). The McDonaldization of Society: Into the digital age (10th ed.). Los Angeles: Sage Publications, Inc.
   Google Scholar
• Roberts, J. W. (2005). Disney, Dewey, and the death of experience in education. Education and Culture, 21(2), 12–30.
   Google Scholar
• Roberts, J. W. (2012). Beyond learning by doing: Theoretical currents in experiential education. New York: Routledge.
   Google Scholar
• Silverman, D. (2014). Interpreting qualitative data (5th ed.). Los angeles: SAGE.
   Google Scholar
• Simons, H. (2009). Case study research in practice. Los angeles: SAGE.
   Google Scholar
• Sloan, K. (2022). Adventure education or adventuretainment? Horizons, 98, 31–34.
   Google Scholar
• Sparkes, A. (1992). Research in physical education and sport: Exploring alternative visions. UK: Psychology Press.
   Google Scholar
• Sparkes, A. C. (1997). Ethnographic fiction and representing the absent other. Sport, Education and Society, 2(1), 25–40.
   Google Scholar
• Sparkes, A. C. (2002). Fictional representations: On difference, choice, and risk. Sociology of Sport Journal, 19(1), 1–24.
   Web of Science ®Google Scholar
• Varley, P. (2013). Max Weber: Rationalization and new realms of the commodity form. In E. C. J. Pike & S. Beames (Eds.), Outdoor adventure and social theory (pp. 34–42). New York: Routledge.
   Google Scholar
• Varley, J., Murphy, C., & Veale, Ó. (2008). Science in primary schools, phase 1 (pp.). NCCA Accessed 30 Jan 2020. https://ncca.ie/media/2413/science_in_primary_schools-phase_1.pdf
   Google Scholar
• Waring, M. (2017). Finding your theoretical position. In Research methods and methodologies in education (2nd ed., pp. 15–22). Los Angeles: SAGE.
   Google Scholar
• Wattchow, B., & Brown, M. (2011). Pedagogy of place: Outdoor education in a changing world. Australia: Monash University.
   Google Scholar
• Wigglesworth, J. (2018). Writing gendered embodiment into outdoor learning environments: Journaling for critical consciousness. In T. Gray & D. Mitten (Eds.), The Palgrave international handbook of women and outdoor learning (pp. 789–800). Switzerland: Springer. doi:10.1007/978-3-319-53550-0_54
   Google Scholar
• Woods, C., Tannehill, D., Moyna, N., & Walsh, J. (2010). The children’s sport participation and physical activity study. (No. 1). Dublin City University & the Irish Sports Council Accessed 06 June 2016. http://www.getirelandactive.ie/Children/Resources/Research/Childrens%20Sport%20and%20Physical%20Activity%20Study.pdf
   Google Scholar