Journal of Adventure Education & Outdoor Learning, Volume 22, 2022, Issue 4 | Child, place, and others: interactions that support outdoor learning


Editorial: Child, place, and others: interactions that support outdoor learning
Sue Waite & Heather Prince
Pages: 275-277 | DOI: 10.1080/14729679.2022.2127114


Nature-based solutions: democratising the outdoors to be a vaccine and a salve for a neoliberal and COVID-19 impacted society
Tracey J. Dickson & Tonia L. Gray
Pages: 278-297 | DOI: 10.1080/14729679.2022.2064887

‘Almost pooped on — dislike!’: student and teacher reactions to nature-based learning and resulting practical advice for implementing in secondary schools
Michael Francis Norwood, Ali Lakhani & Elizabeth Kendall
Pages: 298-312 | DOI: 10.1080/14729679.2022.2100799

Student experiences of an adventure therapy mountain bike program during the COVID-19 pandemic
Cian L. Brown, Evan C. Smarinsky, Danny L. McCarty & David D. Christian
Pages: 313-341 | DOI: 10.1080/14729679.2022.2100430

The perceived benefits of and barriers to nature-based play and learning in South Australian public primary schools: A cross-sectional study
Nicole Miller, Saravana Kumar, Karma L Pearce & Katherine L Baldock
Pages: 342-354 | DOI: 10.1080/14729679.2022.2100431

Open Access
Rethinking art education through integrating outdoor learning practices as sites of memory
Megan Wonowidjoyo
Pages: 355-384 | DOI: 10.1080/14729679.2022.2054838

(Shutterstock/Evgeny Atamanenko)

The children-nature interrelationship in outdoor early childhood education: when children and bamboo co-construct a ‘secret hideaway’
Renata Motta & Manuela Ferreira
Pages: 385-402 | DOI: 10.1080/14729679.2022.2087193

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