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Place-Responsive Outdoor Education Pedagogy in Singapore Secondary Schools: a Case Study

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Place-Responsive Outdoor Education Pedagogy in Singapore Secondary Schools: a Case Study Place-Responsive Outdoor Education Pedagogy in Singapore Secondary Schools: A Case Study A thesis submitted for the degree of Doctor of Philosophy Kim Seng Tay 2018 School of Physical Education, Sports and Exercise Sciences Te Kura Para-Whakawai ii iii Abstract Outdoor education in Singapore is gaining traction with recent policy changes emanating from the Government’s National Outdoor Education Masterplan. Concerningly, a lack of critical examination and review of the policy and provision have resulted in schools adopting ‘imported’ pedagogical theories and practices that may not be relevant in the Singaporean context. This research project aimed to transform the thinking about dominant Singaporean practice with the over- emphasis placed upon the mastery of outdoor skills and the promotion of personal and social development. As an alternative, the adoption of a sustainable, place- responsive pedagogy to embrace not only personal development but also the social, cultural, historical and ecological aspects of local landscapes, places, and communities is explored. In this way, a more balanced and broader outdoor education curriculum is developed that embraces the development of the individual entwined with education for a sustainable ecological future. Hence, a broader range of contemporary cross-curricular goals are achievable. Case study and participatory action research are employed as methodologies and structuration theory by Giddens (1984) provides the theoretical framework for the qualitative data analysis and interpretation. The project centres around two case study schools and their staff and students in interaction with government education facilitators. The Phase One (pre-project adoption phase) outcomes confirm the dominant thinking in adventure-based programming of the teacher-collaborators. They focused on adventure’s role in building resilience, ‘character’, social- emotional outcomes and 21st century competencies and values in their students. The adoption of the place-responsive approach has resulted in a change in the teacher- collaborators’ conception of outdoor education to include other aspects of learning beyond adventure-based activities. The Phase Two findings (project adoption phase) revealed the values of a place-responsive approach in achieving wider learning objectives for personal development, the development of student and teacher agency and the fostering of teacher to student and student to student relationships. Enabling factors to the successful adoption of the place-responsive programme included: (a) a conducive school culture that actively encouraged outdoor learning, (b) a supportive and trusting school leadership, (c) committed and competent iv outdoor education teachers, and (d) effective allocation of resources. The disablers included: (a) teacher-collaborators’ limited knowledge and teaching experiences in place-responsive pedagogy, (b) uncommitted form class teachers, (c) unreliable service providers engaged, and (d) inadequate allocation of time for students to immerse in the place experiences. By anchoring learning through authentic settings and real world situations in the outdoors, the students and teachers were able to learn, connect and respond to their places and communities and engage in the ecological issues therein. This study shows how outdoor adventure and place-responsive pedagogies can be integrated. Together they form a sustainable pedagogy to develop the Ministry of Education’s desired student learning outcomes of confident people, self-directed learners, concerned citizens and active contributors. v Acknowledgements There are many people who I would like to thank for their contribution to this thesis. First and foremost, I would like to thank my wife, Eileen, for always supporting and helping me throughout the long process of this research project. I am indebted to all the teacher research-collaborators in the two case study schools who contributed significantly to the research project. This research project would not have been possible without their active collaboration. I thank my many friends and colleagues who have encouraged me along this long journey. Huge thanks also to the many staff at the School of Physical Education and Exercise Science at the University of Otago who have helped me. In addition, I am grateful to Dr Mike Brown, my previous supervisor from the University of Waikato for mentoring me for the first part of this thesis. Finally, I would like to reserve my deepest appreciation and gratitude to my primary supervisor, A/P Mike Boyes, who has been the most amazing and nurturing mentor I have ever encountered. I am indebted to him for all the support, time and tremendous efforts put into helping me with my study without whom this thesis would not have materialised. vi Table of Contents .................................................................................................................................. i Abstract ................................................................................................................... iii Acknowledgements ................................................................................................. v List of Acronyms Used in the Thesis ................................................................ xv Chapter One: Introduction ....................................................................................... 1 Background to Study ........................................................................................... 1 Purpose of Study .................................................................................................. 4 Significance of Study........................................................................................... 5 My Personal and Professional Journey ................................................................ 6 Navigating this Thesis ......................................................................................... 8 Definition of Key Terms .................................................................................... 12 Chapter Two: Education Policies, Curriculum Development and Implementation of Outdoor Education in Singapore ........................................................................... 17 Introduction ....................................................................................................... 17 Education Policies and Reforms in Singapore .................................................. 17 Main Forces Influencing Changes in Education and Curriculum Policies in Singapore ........................................................................................................... 26 Curriculum Planning and Construction in Singapore schools ........................... 28 Development of Outdoor Education in Singapore schools ............................... 29 Outward Bound Singapore and Outdoor Education ......................................... 30 Training and Professional Development of Outdoor Educators ....................... 31 Role of Outdoor Education in Singapore Schools ............................................. 32 Outdoor Education Curriculum and Co-Curriculum in Singapore Schools ..... 33 Recent Policy and Curricular Changes in Outdoor Education .......................... 36 School-based Curriculum Development in Outdoor Education ........................ 41 Issues with Policy and Curriculum Changes in Outdoor Education ................. 43 vii Policies and Curriculum Renewal in Outdoor Education in Singapore - Are We Ready? ............................................................................................................... 45 Summary ........................................................................................................... 46 Chapter Three: Outdoor Education in Singapore Schools .................................... 48 Introduction ....................................................................................................... 48 Issues of Outdoor Education Practices in Singapore ........................................ 49 I. Imperialism, Militarism and Other Historical Influences of Outdoor Education in Singapore ..................................................................................... 49 ‘Character building’ in Outdoor Education....................................................... 50 Activity-focused Practice in Outdoor Education .............................................. 52 II. Risk, Challenge and Comfort Zone ........................................................... 56 Risk and Challenge ........................................................................................... 56 Comfort Zone Model ......................................................................................... 59 III. Commodification of Outdoor Education: Influence of Consumerism and Use of Modern Technology .............................................................................. 60 IV. Beliefs and Practices of Education for Sustainability in Outdoor Education ................................................................................................................... 63 V. Inadequate Professional Development of Teachers in Outdoor Education .. ................................................................................................................... 66 VI. Shortage of Outdoor Education Research in Singapore ............................ 68 The Future of Outdoor Education in Singapore ................................................ 69 Place-Responsive
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