Bushcraft education as radical pedagogy

Bushcraft emerged from indigenous knowledge with a skill-base used for military, commercial and recreational purposes.  We identify it as embodied contextual learning,for and with the environment, arising from a deep inter-subjective relationship with the natural world.  This focus suggests a '...

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Bibliographic Details
Published in:Pedagogy, culture & society culture & society, 2022-10, Vol.30 (5), p.715-729
Main Authors: Fenton, Lisa, Playdon, Zoë, Prince, Heather E.
Format: Article
Language:English
Subjects:
Bushcraft
bushcraft education
Educational Practices
Environmental education
Indigenous Knowledge
Interdisciplinary Approach
Natural Resources
Outdoor Education
Pedagogy
radical pedagogy
Rural Schools
Skill Development
transdisciplinary
Transformative Learning
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Summary:Bushcraft emerged from indigenous knowledge with a skill-base used for military, commercial and recreational purposes.  We identify it as embodied contextual learning,for and with the environment, arising from a deep inter-subjective relationship with the natural world.  This focus suggests a 'conscientisation' developing a critical awareness, transformative of society's relationship with ecosystems and providing autonomous, individual learning. Bushcraft education has gained in popularity in recent years and we seek to problematise and define its educational identity as it appears rarely in mainstream or outdoor education. Accordingly, we suggest that bushcraft education shares some of the aims of radical education, signalled by the transformative purpose in which radical pedagogies are positioned, normally situated outside mainstream formal education. We conclude that bushcraft education may have global significance as radical pedagogy, progressing deeper understandings of the relationship between self and nature, and in transdisciplinary thinking supporting our response to current environmental crises.
ISSN:1468-1366
1747-5104
DOI:10.1080/14681366.2020.1864659