A Tale of Two Tragedies: Identifying Changes in Outdoor Education 'Best Practice'

Autor/in	Hollingsworth, Ray
Titel	A Tale of Two Tragedies: Identifying Changes in Outdoor Education 'Best Practice'
Quelle	In: New Zealand Journal of Teachers' Work, 12 (2015) 2, S.101-114 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1176-6662
Schlagwörter	Best Practices; Outdoor Education; Educational Change; Discourse Analysis; Systems Approach; Death; Risk Management; Staff Development; Audits (Verification); Efficiency; Economic Factors; Foreign Countries; Language Usage; Decision Making; Program Administration; New Zealand + Suchen Sie Ihr Suchwort? Freiluftunterricht; Bildungsreform; Diskursanalyse; Systemischer Ansatz; Sterbefall; Tod; Todesfall; Risikomanagement; Personnel development; Personalentwicklung; Effectiveness; Effektivität; Wirkungsgrad; Ökonomischer Faktor; Ausland; Sprachgebrauch; Decision-making; Entscheidungsfindung; Neuseeland
Abstract	A multiple-fatality outdoor education event in New Zealand in 2008 revealed that a 'systems approach' towards managing risks and training staff was widely considered to be normal and 'best practice'. This approach champions audit trails and economic efficiency, and one of its characteristics is the volume of paperwork required. One of the unacknowledged repercussions of this approach is a compartmentalisation of knowledge and responsibility. But best practice was not always like this. A Foucauldian discourse analysis was employed to understand how best practice has changed and what the roots of those changes were. Disconcertingly, the 'systems approach' continues to dominate outdoor education organisations, and the conditions that appeared to play a part in the tragedy of 2008 are still considered 'normal'. (As Provided).
Anmerkungen	New Zealand Journal of Teachers' Work. Auckland University of Technology, Private Bag 92006, Auckland 1142, New Zealand. Web site: https://ojs.aut.ac.nz/teachers-work/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01