The International Outdoor Education Research Conference (IOERC) series connects outdoor educators across the globe and continues to progress in impact and reach. This paper aims to summarise key insights from the 10th IOERC and foster continued growth and collaboration with international outdoor education authors. IOERC 10 brought together 187 delegates from 24 countries, with 138 abstracts received from 19 countries. The themes emerged as (A-Z): 1) Cultural and social outdoor education dimensions; 2) Environmental awareness and place-based learning; 3) Outdoor education in formal education; 4) Personal development; and 5) Technology and innovation. We emphasise the importance of expanding international outdoor education research connections, addressing less common themes but also recognise the limitation that many researchers were unable to attend IOERC10 due to a number of continuing post-pandemic factors. Personal author reflections are offered, and we discuss significant insights into the evolving landscape of the global outdoor education community.

Abstract This case study documents experiential learning opportunities for students and faculty from Sport and Human Kinetics (SPHK) courses at Cape Breton University (CBU). We explore ways in which learning opportunities created an impact on student learning and leadership. Students created sessions for a university-led, community engagement program called ‘Youth in Motion’ (YiM). The program involves grade four students from every school on Cape Breton Island engaging in a half-day of physical activities. The university students were responsible for conducting thirty-minute sessions with each school group five times over the course of the half-day. First year course programming was more faculty structured, while third year programming was more student directed. Four students from each class, a fourth-year undergraduate teaching assistant, and the two professors involved in YiM were interviewed after the completion of the courses. Interviews were on average 15-30 minutes long and asked a series of questions that delved into the learning experiences of students and faculty involved in this initiative. Students were impacted by their YiM experiences in ways that influenced their understanding and leadership of developing fundamental movement skills and outdoor programming. Further, they learned unexpected lessons about communication, patience, and they noted that learning is fun! The professors noted that they could push the students’ learning further than they would in traditional pedagogies and that it was fun for them to be involved in too. There were also several stakeholder benefits. This case study has value for academic and non-academic audiences. Firstly, it provides examples of ways in which students benefit from community-engaged and experiential learning situations. It provides a model for how these experiences can be jointly organized by professors, community organizations, and the university. Further, for non-academic audiences interested in healthy leisure opportunities for children, this chapter illustrates how programs organized by trained and educated young adults may promote fun and motivating, physically active, and outdoor-friendly activities. VIU logo WLCE logo Information Vancouver Island University World Leisure Centre of Excellence © B. Callary and P. Maher, 2015

This chapter (Chapter 5) offers an examination of Arctic tourism. Viewed through the lens of the “destination,” this chapter explores the various ways tourism has developed, and continues to develop, in the Arctic. Many Arctic actors assume that the publicity of a specific place or region will lead to increased numbers of tourists and investors. But this has not proven to be the case across the entire circumpolar region. Rather, an important success criterion for the tourism industry is to provide the right experience to the right visitor. For this to happen, the image of the Arctic alongside realities of small communities must be addressed.

Indigenous tourism has the ability to foster, promote and preserve Indigenous culture and traditions and is closely in line with Indigenous perspectives. In Canada, Indigenous tourism has been developing at an exponential rate. This paper is a synopsis of a think tank held in Nanaimo, British Columbia at the Sustainable Indigenous Tourism Symposium in April 2017. The purpose of the symposium was to create an interactive forum to facilitate the sharing of knowledge and support community empowerment, cultural expression and economic prosperity within the tourism industry for Indigenous communities in Canada and globally. On the final day of the symposium, a think tank was held to identify key challenges and issues facing the development and competitiveness of sustainable Indigenous tourism in Canada; to share innovations in sustainable Indigenous tourism amongst all stakeholders; and to identify how to support stakeholders in Canada and abroad with the knowledge and tools to develop sustainable Indigenous tourism. The think tank included consultation and collaboration with 82 stakeholders including Indigenous peoples, students, academics, government actors, tour operators and tourism associations. The results of the think tank identified several key themes and the Naut'sa mawt Declaration of the Development of Sustainable Indigenous Tourism was developed from these discussions.

Youth-based programmes providing education-based expeditions to the Polar Regions have been offered for more than two decades, and whilst studies hint that participants return as inspired and empowered ambassadors, research to date has been inconclusive as to what impact such expeditions have had on their participants' subsequent lifestyle decisions and pro-environmental behaviours. To address this research gap, Social Identity Theory (SIT) was used to evaluate the impact of youth polar expeditions on participants' pro-environmental behaviour, up to 18 years after their polar voyage. In collaboration with Students on Ice (SOI), this study tested the direct and indirect relationships between previous SOI students' (n = 217) social identity towards the alumni programme and their subsequent connections with nature and pro-environmental behaviours. Findings suggest that social identity might be one way to explain the long-term impact of educational expeditions in terms of desired future pro-environmental behaviours, underscoring the critical importance of an alumni programme. Furthermore, a Community-Engaged Research (CER) approach was adopted to evidence the impact of this research beyond the realm of academia. We reflect on the CER approach with the intention of assisting others to produce impactful and socially robust knowledge, maximising the real-world impact of the findings.

The path to publication is often long, emotional, and bewildering. We share key insights from our experience as authors, educators, and members of the editorial board with The Canadian Journal for the Scholarship of Teaching and Learning that we hope will help authors better understand and navigate the path to publication. In writing a compelling story, we suggest that it is necessary to join a conversation with self, the scholarly community, and the journal. We unpack each of these dimensions and offer considerations on how to craft a powerful manuscript that could ultimately get published.

In this chapter, the impact of producing, performing and consuming northern Europe as Arctic is discussed by illustrating the linkages between “Arctification” and seasonality. The Arctification of the European North has altered the preconditions for tourism by providing greater media attention and by triggering touristic demand. At the same time, Arctification entails a number of challenges, such as stereotypical images of the North as cold and snowy, which have implied a neglect of the distinct environmental seasons of high latitudes. This applies to marketing of the region but also to the expectations held by tourists and seasonal workers. Arctification also leads to a greater accentuation of the winter season as the main season.

We all fail. We also like to look good and avoid looking bad. So, even though we know that taking risks and trying new approaches are important for enhancing our teaching and students’ learning (Strean, 2017), we rarely talk about our failures. Our claim in this paper is that our insecurities create a substantial barrier to improving and enriching our teaching practices. If we do not find time to take big risks, and then to explore and critically reflect on failures that result sometimes from those risks, we lose out on the chance to become better teachers; more fundamentally, we deprive our students of the chance to have extraordinary opportunities to learn. Nous connaissons tous des échecs. Or, nous voulons projeter une image positive de nous-mêmes. Ainsi, même si nous savons qu’il est important de prendre des risques et d’essayer de nouvelles approches pour améliorer notre enseignement ainsi que l’apprentissage de nos étudiants (Strean, 2017), il est rare que nous parlions de nos échecs. Dans cet article, nous avançons l’idée suivante : notre manque d’assurance constitue un obstacle considérable à l’amélioration et à l’enrichissement de nos pratiques d’enseignement. Si nous ne nous donnons pas du temps pour prendre des risques importants, puis pour réfléchir de manière critique sur les échecs qui découlent parfois de cette prise de risque, nous laissons passer une occasion de nous améliorer en tant qu’enseignants. Qui plus est, nous privons ainsi nos étudiants d’occasions d’apprentissage exceptionnelles.

The World Health Organisation recommends male circumcision for HIV prevention in priority African countries on the basis of clinical trials finding 50–60% reduced femaleto-male transmission [1-3]—with considerable controversy (see Background). Since the WHO recommendation in 2007, a range of research and policy developments have occurred which challenged the basis for the intervention on scientific [4-6], clinical [7,8], epidemiological [9,10], and ethical and human rights grounds (Section I). With respect to nontherapeutic circumcisions performed on children, a range of medico-legal developments have occurred between 2010 and present that have made the intervention increasingly controversial on the global stage. Local opposition to genital cutting practices in Africa, too, is longstanding. Contrary research and on-the-ground observations regarding circumcision for HIV prevention, compounding for more than a decade, have yet to reach the fore.

In this chapter, employment and workforce issues are discussed from the perspectives of labour availability, capacity building and income security. The seasonal characteristics of Arctic tourism have created an imbalance in operations and delivered a huge challenge in relation to the workforce. Employers highlight that it is both difficult to recruit skilled employees and retain them while employees face difficulties in building up long-term careers within the sector. Local tourist companies face fierce competition from national or international operators that are better placed to hire skilled workers and relocate them as suitable for their business according to seasonality. Seasonality is a central barrier to develop tourism’s ability to provide meaningful employment as well as opportunities for advancement in the Arctic region.

AbstractInspired by notions of interest of humankind and intergenerational equity, we explored Antarctic perceptions of a subset of future generations—university students. Students at three universities in Canada, the Netherlands, and the USA were surveyed to determine the relationships between nationality, academic major, opinions on values of Antarctica, and support for a range of human activities in Antarctica (n = 618). Logistic regression was used to model the relationship of these variables with support for designation of Antarctica as a wilderness reserve, construction of new research stations, and mining. Compared with business and economics majors, biological sciences and natural resources/conservation majors were more likely to support wilderness designation and less likely to support mineral resource development. Nationality was not significantly associated with support for construction of new research stations and mineral resource development. Opinions on the value of Antarctica and support for activities also exhibited significant influences on dependent variables. Consistent with earlier studies of Antarctic scientists, personnel, tourists, and other members of the general public, university students valued Antarctica as one of the world’s last great wildernesses (66%), an important component of the Earth’s climate system (66%), and a science laboratory for the benefit of mankind (62%).

The World Health Organisation recommends male circumcision for HIV prevention in priority African countries on the basis of clinical trials finding 50–60% reduced femaleto-male transmission [1-3]—with considerable controversy (see Background). Since the WHO recommendation in 2007, a range of research and policy developments have occurred which challenged the basis for the intervention on scientific [4-6], clinical [7,8], epidemiological [9,10], and ethical and human rights grounds (Section I). With respect to nontherapeutic circumcisions performed on children, a range of medico-legal developments have occurred between 2010 and present that have made the intervention increasingly controversial on the global stage. Local opposition to genital cutting practices in Africa, too, is longstanding. Contrary research and on-the-ground observations regarding circumcision for HIV prevention, compounding for more than a decade, have yet to reach the fore.