Outdoor Learning: Curriculum Imperatives and Community Relevance in a Rural Setting

Autor/inn/en	Maposah-Kandemiri, Myra; Higgins, Peter; McLaughlin, Pat
Titel	Outdoor Learning: Curriculum Imperatives and Community Relevance in a Rural Setting
Quelle	In: Education 3-13, 37 (2009) 1, S.15-28 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4279
Schlagwörter	Community Development; Environmental Education; Land Use; Foreign Countries; Elementary Schools; Sustainable Development; Rural Schools; Curriculum Design; Curriculum Implementation; Interdisciplinary Approach; Outdoor Education; Developing Nations; Zimbabwe + Suchen Sie Ihr Suchwort? Community; Development; Entwicklung; Umweltbildung; Umwelterziehung; Umweltpädagogik; Bodennutzung; Ausland; Elementary school; Grundschule; Volksschule; Nachhaltige Entwicklung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrplangestaltung; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Freiluftunterricht; Developing country; Developing countries; Entwicklungsland; Simbabwe
Abstract	This paper presents a review of practice in the use of the outdoors, and its potential in the teaching of environmental education at Muenzaniso, a Zimbabwean primary school. The school uses permaculture and Integrated Land Use Design as tools for sustainable environmental management. Evidence suggests that pressing community and curriculum imperatives motivate the school, and increasingly, the community, to participate in this voluntary programme, and that perceived important benefits fuel their continued engagement. The school prides itself in being able to incorporate environmental education into the teaching of all school subjects. Potential benefits include environmental citizenship, social and community development, personal as well as school development. (Contains 2 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10