ERIC EJ962053: Provoking Dialogue: A Short History of Outdoor Education in Ontario

2011·0.13 MB·English

by  ERIC

Trail Blazers
Provoking Dialogue: A Short History of Outdoor
Education in Ontario
By James Borland
I wish to foster dialogue with Ontario Environmental Education
outdoor educators about our history. Five
branches have shaped outdoor education As the gasoline engine took hold and
in Ontario: agricultural education, Ontario’s automotive network expanded,
environmental education, outdoor some agrarian landscapes became urbanized.
adventure education, ecological education In the1960s the Ontario Ministry of
and climate change adaptation. While each Education changed Agricultural Science
is a unique discipline, they all incorporate to Environmental Science (Andrews,
outdoor experiences. History helps 2003). Public concern for the environment
educators more clearly describe the role increased, starting the environmental
of outdoor education in improving society education movement. Environmental
by fostering awareness of human-nature education recognizes that people are one
interconnections. of many species on Earth, and teaches
students to identify and develop solutions
Agricultural Education to environmental problems (Andrews,
2003). In 1965, the Ontario government
The roots of outdoor education began permitted school boards with over 10,000
during Ontario’s agrarian revolution students to purchase land and operate
as British Loyalists during the 1800s environmental field centres to address
transformed the forested wilderness into social concerns about human impacts on the
a self-sufficient agrarian society. This natural environment (Passmore, 1972). In
revolution was perceived by Ontario’s first the 1970’s environmental education began to
Superintendent of Education, Dr. Egerton shift to the classroom as science education
Ryerson, as a way to transform the province transitioned towards lab-based studies (Pyle,
from a British colony into a self-sustaining 2001). Outdoor educators began to integrate
society that could support the industrial outdoor pursuits into their environmental
expansion of Ontario. While previous education programs to motivate students
attempts to establish a public school system and teachers to continue participating
failed due to irregular student attendance, in nature-based experiences. The term
agricultural education facilitated increased “environmental education” began to be used
school attendance as education systems interchangeably with the term “outdoor
became relevant to agricultural education” (Andrews, 2003).
communities struggling with an
environment that provided a subsistent Outdoor Adventure Education
livelihood (Davey, 2003). Agricultural
education promotes Agricultural Science By the 1990s outdoor adventure education
with direct experiences outdoors through took a prominent role in outdoor education
farm work. By the early 1900s Agricultural as Ontario entered an economic recession.
Science had become a course for many Outdoor adventure education promotes
secondary school students, while elementary personal social development (Henderson
teachers focused on & Potter, 2001). At this time many school
S nature study and school gardening. boards faced a shortage of financial resources
Y
A Traditional disciplines were connected to and growing student populations (Borland,
W issues facing agricultural communities, 2009). Outdoor centres were considered to
H
T and many students were assessed based be non-essential fiscal burdens and were
A on how they demonstrated their curricular closed. Surviving facilities had no choice
P
knowledge through farm work but to appease school boards and the
32 (Thompson, 2009). governing Conservative Party by shifting
from environmental programming to more
Trail Blazers
lucrative outdoor pursuit–based programs.
Outdoor educators began to offer these Borland, J. (2009). A Demonstration of
programs to school groups, the public, and Craft: An Outdoor Educator’s
corporate groups for user fees. Many new Autoethnography. Unpublished
practitioners entering outdoor education at master’s thesis, Brock University,
this time came to believe this was the way Ontario, Canada. Retrieved from
many outdoor education programs had http://bit.ly/hFsoS9
always operated.
Davey, I. E. (2003). The rhythm of work and
Ecological Education the rhythm of school. In N. Janoviček
& J. Parr (Eds.), Histories of Canadian
In 2000, the Ontario Ministry of Education children and youth (pp. 108-121). Don
(governed by the Ontario Conservative Mills, ON: Oxford University Press.
Party) removed Environmental Science from
the secondary school curriculum, promising Henderson, B., & Potter, T. (2001). Outdoor
to integrate ecological concepts across new adventure education in Canada:
science and geography curricula. Yet by Seeking a country way back in.
2003, few geography and science teachers Canadian Journal of Environmental
taught ecology due to time constraints, a Education, 6, 225- 242.
new curriculum, and a lack of attention to
ecological concepts in the curriculum. Puk Ontario Ministry of Education. (2009). Acting
and Belm (2003) recommended outdoor today, shaping tomorrow: A policy
education be integrated with ecological framework for environmental education
education and studied across all natural in Ontario schools. Toronto, ON;
settings. Ecological education uses direct queen’s Printer for Ontario.
experiences in the natural world to promote
awareness about human dependency on Passmore, J. (1972). Outdoor education
ecological services. in Canada – 1972. Toronto, ON:
Canadian Education Association.
The Future: Climate Change Adaptation
Puk, T., & Belm, D. (2003). The diluted
In 2007, the Ontario Ministry of Education curriculum: The role of government
(governed by the Ontario Liberal Party) in developing ecological literacy
identified outdoor education as essential. A as the first imperative in Ontario
2009 policy document mandates and guides secondary schools. Canadian Journal
its implementation across the curriculum. of Environmental Education, 8, 217-232.
Educators are now expected to work
with local communities to offer outdoor Pyle, R. M. (2001). The rise and fall of natural
experiences that foster an understanding of history. Orion, 20(4), 16-23.
humans’ place in ecosystems. At a current
historical precipice where humanity needs Thompson, B. (2009). OSEE’s history – and
to move from an oil-based economy to future. Interactions: The Ontario
an alternative energy economy, outdoor Journal of Environmental Education,
education is again being identified as 21(3), 18-22.
important for transforming the provincial
landscape. I only wonder how outdoor James Borland, Faculty of Education, University
educators will tackle this challenge. of Windsor. This research is supported by S
Y
internal scholarships from the Faculty of A
W
References Graduate Studies and Faculty of Education at the
H
University of Windsor. James can be contacted by T
A
Andrews, B. (2003). Accountability in Outdoor email: [email protected]
P
Education. Toronto, ON: Andrews
Education Services. 33