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This is an unusual article in that it brings together the perspectives of many on this journal's editorial board, around the issue of contending with COVID-19. Twenty statements showcase a range of thoughts and experiences, highlighting the differences and similarities in the way the pandemic is impacting on the educational practice of outdoor and environmental education. The future is not yet written, of course, so it is worth thinking about how the current moment may impact on the months and years to come. The aim of this article is to influence and support such thinking. [Author abstract]

The initial online publication contained several typesetting errors. The original article has been corrected.

Addresses outdoor education within physical education in primary and secondary schools. Critiques the priority historically given to personal and social outcomes, suggesting that this has served to keep outdoor pursuits and adventure activities at the forefront of many school programmes, particularly in secondary schools. Proposes that this has sidetracked the focus from outdoor environmental education, a problematic outcome given contemporary concerns about the need to foster environmental appreciation, understanding, and action. Highlights a range of possibilities for a practice of outdoor education that deliberately and creatively fuses simple, 'skill-full' adventures, and student connectedness and commitment to local environments. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.

Women's outdoor experiences have long been a source of contradictory constructions of identity, culture and politics, which can lie dormant in embodied memory. This chapter describes our use of collective thematic analysis of letters to investigate troubling situations in professional outdoor settings in Aotearoa New Zealand. We examine the framework approach to thematic analysis of data and discuss the potential of this approach for teasing out narrative meanings from within the still unresolved circumstances in which they arose. Our critical reflections on such reflexive narrative inquiry include commentary on opportunities it opens up for outdoor studies research. In this chapter, the authors examine their collaborative narrative approach, focusing on why and how they went about exploring them professional outdoor experiences and how their collective analysis produced an interpretive framework of four terrains of contestation related to pedagogies, work, skills and bodies. The Personal Narratives Group is one interdisciplinary collective of feminist writers who came together to examine histories and biographies structured by gendered experience. The method of reflexive narrative inquiry opens up fruitful opportunities for outdoor studies research. Narrative inquiry can include interview settings in which participants are encouraged to remember and tell stories. Within such a kinaesthetic professional practice, outdoor educators and students often encounter 'uncomfortable' feelings and dynamics which remain as silences and tensions over time. The method of writing to a reader leads to the holistic dialogue needed in a people-centred outdoor studies research paradigm.

Gives the citations for three Fellow of PENZ Awards (Denise Atkins, Sue McBain and Siobhan Harrod) at the Physical Education New Zealand national conference at Methven 18-20 July 2011. Outlines the background to a new award, Te Iho-Takaro Ringawera Award given to Bob Stothart. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.

\"Must a name mean something?\" Alice asked doubtfully. \"Of course it must,\" Humpty Dumpty said with a short laugh; \"My name means the shape I am - and a good handsome shape it is, too. With a name like yours, you might be any shape, almost.\" (Lewis Carroll, 1871)

Outdoor education emerged from the period of the most comprehensive curriculum reform in New Zealand (Zink and Boyes, 2006) with its place officially secure for the first time in history in a national curriculum statement as one of seven key areas of learning in Health and Physical Education in the New Zealand Curriculum (Ministry of Education, 1999).

Names are important. People's names are inextricably tied to their identity and their families of origin. Through their names, they connect to other family members who have long gone or establish links with those they have just met. New parents proudly share their child's name, while teachers' roll books signal the names that were in fashion at particular points in time and names passed down through families. Place names also label and indicate meaning and history. Here in Aotearoa-New Zealand, names of places often convey the story of an area or place that may not be obvious to the eye or detail what people thought was significant in an environment. Recognising the importance of names gives rise to the question Alice posed to Humpty Dumpty in the opening quote, which they reframe as the focal one for this paper.

Examines 4 key features of adventure-based learning (ABL): sequenced physical activity; experiential learning; interdependence of educational goals and curriculum; and the long-term goal of making students active, committed members of their schools and communities. Links ABL to the Health and Physical Education in the New Zealand Curriculum goals. Source: National Library of New Zealand Te Puna Matauranga o Aotearoa, licensed by the Department of Internal Affairs for re-use under the Creative Commons Attribution 3.0 New Zealand Licence.