Abstract
Transformational education gives students both agency and voice in their development. These affordances when nurtured in nature-based settings, allow students to experiment, problem-solve, explore in wild places, fail, and bolster resilience by repeatedly trying again. This chapter has drawn on practitionerresearcher experience alongside empirical research to 'Go Rogue' and discussed the importance of educators to re-wild their educative practices. Time and time again, the potency of 'nature as a superfood' has been witnessed in the provision of alternative outdoor learning environments. Yet risk mitigation and risk-averse classrooms have rendered outdoor adventure being whitewashed from the school curriculum. The authors conclude by renewing the urgent call for the holistic development of students which can be harnessed by 'going rogue and re-wilding education'.
| Original language | English |
|---|---|
| Title of host publication | Contemporary Approaches to Outdoor Learning: Animals, the Environment and New Methods |
| Editors | Roger Cutting, Rowena Passy |
| Place of Publication | Switzerland |
| Publisher | Palgrave Macmillan |
| Pages | 215-233 |
| Number of pages | 19 |
| ISBN (Electronic) | 9783030850951 |
| ISBN (Print) | 9783030850944 |
| DOIs | |
| Publication status | Published - 2022 |