Postgraduate Course: Social Theory and Outdoor Education (EDUA11304)
|School||Moray House School of Education
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||This course uses social theory to explore outdoor education practice and policy. Particular attention is paid to the ways in which outdoor education programmes influence, and are influenced by, the social contexts in which they take place. The broader contexts of outdoor education groups are explored with regard to the forces of structure and agency that shape them, as well as their potential contribution to understanding principles of equity, equality, and need. Consideration is also given to examining the role of outdoor education in supporting and building local communities.
Entry Requirements (not applicable to Visiting Students)
|Prohibited Combinations|| Students MUST NOT also be taking
Social Theory and Outdoor Education (EDUA11271)
||Other requirements|| None
|Additional Costs|| None
Course Delivery Information
|Academic year 2018/19, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 10,
Seminar/Tutorial Hours 21,
Fieldwork Hours 4,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Additional Information (Learning and Teaching)
Please refer to online timetable for course dates.
|Assessment (Further Info)
|Additional Information (Assessment)
||Assessment is in two parts: a 3200 word essay (80% of mark) and a three minute audio podcast (20% of mark).
|No Exam Information
On completion of this course, the student will be able to:
- be able to critically analyse outdoor education policy and practice in relation to a variety of social theories;
- critically examine claims of community development in outdoor education contexts;
- be able to articulate current social trends and their influences on the groups they may work with;
- understand principles of equity, equality and need in educational contexts;
- understand and interrogate the implications and normative nature, of intentionally highlighting principles, values and moral issues with the groups they may work with.
|Allin, L. & West, A. (2013). Feminist theory and outdoor leadership. In E. Pike and S. Beames (Eds), Outdoor adventure and social theory (pp. 113-124). Abingdon, UK: Routledge.|
Bauman, Z. (2007). Liquid times: Living in an age of uncertainty. Cambridge: Polity Press. EXCERPT
Beames, S., & Atencio, M. (2008). Building social capital through outdoor education. Journal of Adventure Education & Outdoor Learning, 8(2), 99-112.
Beames, S., & Pike, E. (2008). Goffman goes rock climbing: Using creative fiction to explore the presentation of self in outdoor education. Australian Journal of Outdoor Education, 12(2), 3-11.
Beames, S. & Telford, J. (2013). Pierre Bourdieu: Habitus, field and capital in rock climbing. In E. Pike and S. Beames (Eds), Outdoor adventure and social theory (pp. 77-87). Abingdon, UK: Routledge.
Bourdieu, P. (1984/2010). Distinction. Abingdon, UK: Routledge. EXCERPT
Cater, D. & Dash, G. (2013). Karl Marx: Alienation and false consciousness in adventurous activities. In E. Pike and S. Beames (Eds), Outdoor adventure and social theory (pp. 13-22). Abingdon, UK: Routledge.
Cohen, A. (2004). The symbolic construction of community. London: Routledge.
Crow, G., & Allan, G. (1994). Community life: An introduction to local social relations. London: Harvester Wheatsheaf.
De Beauvoir, S. (1949). The second sex (C. Borde & S. Malovany-Chevallier, Trans.). New York: Vintage. EXCERPT
Elliot, A. & Urry, J. (2010). Mobile lives. Abingdon, UK: Routledge. CHAPTER 1
Goffman, E. (1959). The presentation of self in everyday life. New York: Anchor Books. INTRODUCTION & PERFORMANCES
Goffman, E. (1961). Asylums: Essays on the social situation of mental patients and other inmates. London: Penguin. INTRODUCTION & THE INMATE WORLD
Goodman, D.J. (2011). Promoting diversity and social justice: Educating people from privileged groups. Abingdon, UK: Routledge. EXCERPT (esp. pp. 12-21)
Gramsci, A. (1999/1971). Selections from the prison notebooks of Antonio Gramsci (Q. Hoare and G.N. Smith Eds & Trans). London: Elecbook. EXCERPT
Hearn, J. (2012). Theorizing power. Basingstoke, UK: Palgrave MacMillan. CHAPTERS 1 & 2
Ife, J. (2010). Human rights from below: Achieving rights through community development. Cambridge: Cambridge University Press.
Marx, K. (1844). Alienated labour. In The economic and philosophic manuscripts of 1844.
Marx, K. & Engels, F. (1848). Manifesto of the Communist Party. pp. 3-12 OF POSTED VERSION
McCulloch, K. (2007). Living at sea: Learning from communal life aboard sail training vessels. Ethnography and Education, 2(3), 289-303.
McMillan, D. & Chavis, D. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14, 6-23.
Putnam, R. (2000). Bowling alone: The collapse and revival of American community. London: Simon & Schuster. CHAPTER 1
Ritzer, G. (1983). The McDonaldization of society. Journal of American Culture, 6(1), 100-107.
Tracey, J. (2013). Antonio Gramsci: Freestyle kayaking, hegemony, coercion, and consent. In E. Pike and S. Beames (Eds), Outdoor adventure and social theory (pp. 45-54). Abingdon, UK: Routledge.
Warren, K., Roberts, N., Breunig, M. & Alvarez, T. (2014). Social justice in outdoor experiential education: A state of knowledge review. Journal of Experiential Education, 37(1), 89-103.
|Graduate Attributes and Skills
|Additional Class Delivery Information
||The course is delivered over five consecutive days (all day).
|Course organiser||Dr Simon Beames
Tel: (0131 6)51 6093
|Course secretary||Mrs Susan Scott
Tel: (0131 6)51 6573