Socioecological Education: Faculty Knowledge, Beliefs, Values, and Practice in Post-Secondary Outdoor Education

Abstract

Recent literature in Outdoor Education has promoted a more comprehensive and integrated approach to curriculum and pedagogy in the field, incorporating social and ecological justice, and accounting for the inextricable links between individuals, society, and ecology (Furman, & Gruenewald, 2004; Warren, Roberts, Breunig, & Alvaraz, 2014; Wattchow & Brown, 2011; Wattchow, et al., 2014). Socioecological education provides a meaningful pathway to achieving the aforementioned aims. This exploratory study utilized a survey methodology to examine the current state of post-secondary Outdoor Education faculty’s perceived knowledge, espoused beliefs, reported priorities, and reported practice related to socioecological education (North, 2006; Wattchow, et al., 2014; Young, 2011). Results indicate significant correlations between perceived knowledge, reported priorities, and reported practice of socioecological education principles, and affirm the need for further development of social justice oriented curriculum and pedagogy in the field. Findings point to potential pathways for the advancement of socially and ecologically grounded integrated practice in Outdoor Education.