The contribution transport time makes to outdoor programs: A third place? (2021)
Type of ContentJournal Article
Background: During transport to and from outdoor education field trips, students experience a period of togetherness and minimal imposed structure. Transport time also appears to align with Oldenburg’s third places, where people spend time together without a particular agenda. Purpose: To examine educators’ perspectives on the contribution that transport time makes to OE programs through an analysis featuring the characteristics of third places. Methodology/Approach: The perspectives of 16 outdoor educators (four each from New Zealand, Australia, Hong Kong and Scotland) were gathered using a semi-structured interview protocol. Data were analyzed using a deductive process based on the third place characteristics; four unforeseen themes also emerged. Findings/Conclusions: Findings highlighted the centrality of conversation between students and between students and educators; the low profile of transport time; and a sense of excitement and fun. Students controlled the intensity of their “presence” through the use of devices (where allowed) and by selecting their sitting position in the vehicle. Implications: The findings show that transport time allowed students to have a broad variety of conversations that could be variously silly and fun, deep and introspective. Educators are encouraged to more carefully consider the contribution that transport time makes to their programs
CitationNorth C, Beames S, Stanton T, Chan B (2021). The contribution transport time makes to outdoor programs: A third place?. Journal of Experiential Education.
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KeywordsField trip; Travel; Outdoor education; Unstructured learning; Emergent learning
ANZSRC Fields of Research39 - Education::3901 - Curriculum and pedagogy::390111 - Physical education and development curriculum and pedagogy
39 - Education::3904 - Specialist studies in education::390409 - Learning sciences
RightsAll rights reserved unless otherwise stated
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