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Description de l’éditeur
This paper examines how facilitators and teachers alike use power in an outdoor education setting to control the experience of the children taking part in outdoor activities. Particularly, it conducts an in-depth analysis of the impact that control can have on the outdoor educational process. It also explores an alternative way to using control as an educational tool, and its effects on the children's outdoor learning experience. Teacher and facilitator are used here interchangeably in this paper. First, I will define the concepts of power and control as used in this paper, and how they are applied to an educational setting. I will also explain the methodological approach used to conduct this research, and finally I will explore some examples of practice centred around the two main themes of this paper: control and the alternative approach--empowerment.