Book Chapter

The primacy of place in education in outdoor settings



Mannion G & Lynch J (2016) The primacy of place in education in outdoor settings. In: Humberstone B, Prince H & Henderson K (eds.) Routledge International Handbook of Outdoor Studies. London: Routledge, pp. 85-94.

In this chapter, we will show when and how place needs to be and can be reasserted as a key unifying concern for outdoor pedagogy. We argue for place-responsiveness as viable purposeful direction for outdoor education that allows us to address linked relational concerns: the development of the person, the development of skills and practice abilities, and the development of more sustainable relations with and in place. We trace when and how place is gaining more of a platform as a key aspect of international educational policy developments. The turn towards place in academic writing is noted and explored. Employing a relational ontology, we argue for place-responsiveness in outdoor education. To realise placeresponsiveness will require a widening of the frame of reference and a dynamic approach since the elements involved in place-as-event mean that place-based entities and people are relationally co-emerging. We offer a typology for planning with place in mind and a manifesto for placeresponsive outdoor teaching.

outdoor; outdoor education; outdoor learning; place; place-responsive; experience; experiential education; outdoor studies; curriculum; curriculum planning;

FundersScottish Natural Heritage, Scottish Centre for Intergenerational Practice, The Primary Science Teaching Trust and The Ernest Cook Trust
Publication date31/12/2016
Publisher URL
Place of publicationLondon

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Professor Gregory Mannion

Professor Gregory Mannion

Professor, Education

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