Indigenous and Place-Based Education
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Abstract
Abstract
While research on Outdoor Learning (OL) has largely focused on its environmental and emotional benefits in stable and safe contexts, this study examines OL in the post-conflict setting of Bosnia and Herzegovina, marked by ongoing tensions. Its main contribution is the reconceptualization of risk as a didactic and ethical category. Rather than something to be eliminated, risk is understood as a pedagogical resource that enables contested spaces to foster critical thinking and civic learning. Drawing on Critical Pedagogy of Place, the study shows how teachers can move beyond a pedagogy of neutrality and transform crisis habitus into reflective, ethically engaged practice. The article advances a framework for working with contested spaces and underscores the need for institutional support to ensure teachers’ professional and legal security. Through this lens, Outdoor Learning becomes a vehicle for critical, ethical, and civic education, rather than ecological recreation alone.
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@article{Mili2026Outdoor,
title = {Outdoor learning in a post-conflict context: transforming crisis habitus through critical pedagogy of place},
author = {Sanja Milić and Vlado Simeunović},
journal = {Journal of Risk Research},
year = {2026},
doi = {10.1080/13669877.2026.2722626},
url = {https://doi.org/10.1080/13669877.2026.2722626}
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