ABSTRACT
In this chapter, we explore and support the call for greater attention to be paid to place in outdoor education. We consider this call to have particular relevance since education in the outdoors can work as an antidote to what some have described as a sense of de-placement (Orr, 1994) as inhabitants of local places that are globally connected. Casey, analyst and interpreter of the deep history of philosophical perspectives on place, provides a starting point for our understanding of how, as educators, we might usefully take more account of place as an event that is always ‘newly emergent’ and radically heterogeneous (Casey, 1998).
