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THE EXPERIENCE of RIVER PLACES in OUTDOOR EDUCATION: a PHENOMENOLOGICAL STUDY. Brian James Wattchow

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THE EXPERIENCE of RIVER PLACES in OUTDOOR EDUCATION: a PHENOMENOLOGICAL STUDY. Brian James Wattchow THE EXPERIENCE OF RIVER PLACES IN OUTDOOR EDUCATION: A PHENOMENOLOGICAL STUDY. Brian James Wattchow B.Ed., Dip. T (South Australian College of Advanced Education), M.Ed (Calgary) FACULTY OF EDUCATION MONASH UNIVERSITY A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy January, 2006 ACKNOWLEDMENTS To my girls, Katrina (my wife) and Bess and Kate (our daughters): Thankyou for your love, support and patience. To the participants in this inquiry: Thankyou for your many stories and generously giving me access to your writings and ideas about your river experiences. To Associate Professor Tony Taylor and Associate Professor Phillip Payne: Thankyou for your thoughtful guidance, many supportive acts and instructive feedback along the way. To Monash University, Faculty of Education: Thankyou for supporting my research and for continuing to support a culture of inquiry. To the researchers, writers and poets whose words I have cited in this dissertation: Thankyou for your insights. To the rivers that have been such a large part of my life: Thankyou for your energy and endurance. Thankyou all for your inspiration. STATEMENT OF SOURCES To the best of my knowledge and belief, I declare that the work presented in this thesis is original and my own work, except as acknowledged in the text, and that the material has not been submitted, either in part or whole, for a degree at this or any other university. Brian Wattchow COMMENTS ON STYLE In this dissertation the Publication Manual of the American Psychological Association (Fifth Edition) was used as a guide to presentation and style. It was employed to provide consistency and quality in presentation, rather than slavishly as a set of rules. There were times in the study when conventions had to be stretched and even broken in the effort to represent participants’ ‘lived’ experiences of outdoor places and to provide a text that flows for the reader. This mainly concerns the appearance and presentation of the text on the page in the section of the dissertation titled “Moving on an effortless journey”. The Macquarie Dictionary (Revised Third Edition) was used as a guide to spelling, as this provided the most accurate guidance on spelling and usage of the English language in the Australian context. The spelling of some words in quotations have been changed to reflect spelling from the Macquarie, to provide consistency throughout the dissertation, where there has been no risk of changing the interpretation of what was being stated by the writer. CONTENTS ABSTRACT...................................................................................................................................... 9 CHAPTER ONE: “THE RIVER SPEAKS IN THE SILENCE”.............................................. 11 An overview of the inquiry ............................................................................................. 18 The guiding research question ........................................................................................ 21 CHAPTER TWO: “RIVERS SPEAK TO HIM IN A LANGUAGE HE LIVES TO TRANSLATE” ............................................................................................................................... 24 Home from the Franklin River........................................................................................ 26 The river dreams ............................................................................................................. 28 Elaborate ritual................................................................................................................ 36 CHAPTER THREE: “WE HAVE A FICTION WE LIVE BY, IT IS THE RIVER” ............ 41 Outdoor education: Broad in scope and difficult to define............................................. 42 A short history of outdoor education in Australia........................................................... 44 The emergence of a rhetorical interest in nature-relations.............................................. 47 The outdoor arena ........................................................................................................... 48 A socially critical discourse for sustainable relations with nature.................................. 50 The divergence of rhetoric and practice.......................................................................... 52 The denial of place in outdoor education........................................................................ 60 The return to Romantic ‘wild’ nature as the denial of place........................................... 61 The experiential education paradigm as denial of the corporeal bodily experience of place ................................................................................................................................ 68 The adventure education paradigm as colonisation of space and the denial of place..... 73 Summary: Outdoor education as placeless pedagogy..................................................... 77 CHAPTER FOUR: “MEDITATION IS A STANDING WAVE”............................................. 78 The origins and orientation of phenomenology .............................................................. 80 Literatures of place.......................................................................................................... 83 The lived experience of spatiality and outdoor places.................................................... 86 The lived experience of temporality and outdoor places ................................................ 95 The lived experience of corporeality and outdoor places ............................................. 103 The lived experience of relationality in outdoor places................................................ 112 Nascent research into place in outdoor education......................................................... 114 CHAPTER FIVE: “WORDS OF THE RIVER, SWARMING HERE”................................. 126 Hermeneutic phenomenology ....................................................................................... 129 Language severs............................................................................................................ 133 Poetic language speaks ‘earth’...................................................................................... 136 (Re)placing the empathetic reader as listener ............................................................... 140 CHAPTER SIX: METHODOLOGY FOR THE INQUIRY ................................................... 142 The research sequence................................................................................................... 142 Recruitment of participants and access to ‘experiential texts’...................................... 145 Data, sampling and more data....................................................................................... 146 Drafting of single case interpretations .......................................................................... 153 Thematic development of “Moving on an effortless journey”..................................... 154 CHAPTER SEVEN: “MOVING ON AN EFFORTLESS JOURNEY” (PART ONE). ........ 157 Rivercraft......................................................................................................................................................159 First narrative: ‘I was a rank novice’ ............................................................................ 161 Second narrative: ‘First of all I look at dangers’ .......................................................... 164 Third narrative: ‘Playing with an unstoppable force’ ................................................... 165 Plausible insights: Rivercraft and the experience of place in outdoor education ......... 167 Romancing the river ....................................................................................................................................175 First narrative: ‘A sense of fear and respect’ ................................................................ 177 Second narrative (part one): ‘Part of the river, like a leaf’ ........................................... 181 Second narrative (part two): ‘Part of the river, like a leaf’ ........................................... 183 Third narrative: ‘Disconnected from society, relaxed and fluid’.................................. 184 Plausible insights: Romancing the river and the experience of place in outdoor education ....................................................................................................................................... 185 CHAPTER EIGHT: “MOVING ON AN EFFORTLESS JOURNEY” (PART TWO) ........ 195 River-life .......................................................................................................................................................196 First narrative: ‘Looking beyond the river, beyond the activity’.................................. 197 Second narrative: ‘The ebb and flow of what was occurring’ ...................................... 199 Third narrative: ‘I’ve got to stop and watch and learn’ ................................................ 201 Plausible insights: River-life and the experience of place in outdoor education .......... 203 The social river .............................................................................................................................................209 First narrative: ‘The river sort of bares people’ ............................................................ 211 Second narrative: ‘I think that’s about
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