Narrative function in Aotearoa/New Zealand experiential environmental education

Abstract

This thesis is concerned with the extent to which the pleasures associated with engaging with non-standard narrative forms can be used for the purposes of environmental education. It analyses the experiences of those taking part in experiential environmental education programs in Aotearoa/New Zealand, focussing on the roles, and potential roles, of narratives other than those which are standard to environmental science and environmental safety. It argues that active student participation in these narratives is underutilised in outdoor experiential education in Aotearoa/New Zealand.

My own project is situated in context, in relation to both the relevant literature concerned with environmental education and the function of narrative, and also to the qualitative research approaches which inform it. Data gathered during participant observation on five experiential environmental programs in Aotearoa/New Zealand is presented and discussed. Different types of narrative, and narrative engagement are identified, and their educational affectivity is assessed. Contextualising factors such as leadership and organisational styles, proximity to non-urban and non-rural environment, gender and age are also assessed. The thesis ends with a summary of conclusions, and a series of recommendations aimed at further clarifying the role of non-standard narrative forms in outdoor environmental education in Aotearoa/New Zealand, with a view to their better utilisation in future.