|Appears in Collections:||Faculty of Social Sciences Journal Articles|
|Peer Review Status:||Refereed|
|Title:||Enacting a place-responsive research methodology: walking interviews with educators|
|Publisher:||Taylor and Francis|
|Citation:||Lynch J & Mannion G (2016) Enacting a place-responsive research methodology: walking interviews with educators, Journal of Adventure Education and Outdoor Learning, 16 (4), pp. 330-345.|
|Abstract:||Place-based and place-responsive approaches to outdoor learning and education are developing in many countries but there is dearth of theoretically-supported methodologies to take a more explicit account of place in research in these areas. In response, this article outlines one theoretical framing for place-responsive methodologies for researching outdoor learning and education. We exemplify how this might work in practice with data and analysis from one suggested place-responsive research method: the walking interview. Implications and consequences are explored for how outdoor learning might be researched more widely.|
|Rights:||This item has been embargoed for a period. During the embargo please use the Request a Copy feature at the foot of the Repository record to request a copy directly from the author. You can only request a copy if you wish to use this work for your own research or private study. This is an Accepted Manuscript of an article published by Taylor & Francis Group in Journal of Adventure Education and Outdoor Learning on 11 Apr 2016, available online: http://www.tandfonline.com/10.1080/14729679.2016.1163271|
|Affiliation:||University of Cumbria|
Teaching Qual for further Education
|SentProof_finalSub28afterreviewsMethodpaper_walkingJan2016 copy.pdf||1.1 MB||Adobe PDF||Under Embargo until 12/10/2017 Request a copy|
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