Parental involvement in outdoor learning : crossing curriculum priorities

Parental involvement in children’s outdoor learning brings social and cultural knowledge into their work/life trajectories and schooling transitions. In tackling nature-deficit disorder through intergenerational outdoor learning, parents promote their children’s sense of place in nature and critical inquiry into human impacts on the natural world. When integrating outdoor learning across the curriculum, parents’ experiential knowledge may help schools in engaging with students’ prior learning and their capabilities for further outdoor learning. The study has implications for projects, programs, and policies that involve community organisations in supporting families, parents, and single mothers who are migrants, refugees, and international students engaged in outdoor learning. Together they make possible global perspectives to schooling in outdoor learning. Other practical implications include designing and implementing curriculum that makes an educational advantage of students’ languages in addition to English for exploring the meaning of issues relating to outdoor learning.