Student empowerment as an outcome of outdoor environmental education programs is connected with the question of who has control over these programs. In this chapter, we analyze how power is distributed among program designers, leaders, participating students, and accompanying teachers. We show that no model of dealing with the dynamic relationships among these program stakeholders can be considered wrong per se but that each brings with it particular implications for the other aspects of program design and implementation.
|Original language||English (US)|
|Title of host publication||Real World Learning in Outdoor Environmental Education Programs|
|Subtitle of host publication||The Practice from the Perspective of Educational Research|
|Number of pages||15|
|State||Published - Jan 1 2021|