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The Australian Journal of Outdoor Education: A review of the first five years

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James T. Neill
Tonia Gray

Australian Journal of Outdoor Education, 6(1), 57-62, 2002

Abstract

The role of a journal is to facilitate the development of knowledge in a field of inquiry.  This article reviews the history, authorship and content of the first five years of the Australian Journal of Outdoor Education (AJOE).   Although it experienced some early growing pains, the AJOE has become recognised as a leading journal in the international field of Outdoor Education (OE).  With regard to authorship, two thirds were male whilst 16 authors were identified as having made significant contributions to the AJOE by publishing at least two articles.  Almost half of the journal content emanated from academic institutions, most notably La Trobe University and the University of Wollongong, with significant contributions also made by teachers, instructors, programme directors and consultants.  The main focus of AJOE articles to date has been on articulating and applying theory about outdoor education, with significant focuses also on research and practice.  It is recommended that the continued development of the journal should see more contributions from academics at other Australian institutions which have teaching programmes in outdoor education and from leading organisations.  In terms of future topics, it is suggested that potentially valuable contributions could be in the areas of research, adventure therapy, indigenous, equity and cross-cultural issues, challenging critiques of OE, articles by post-graduate students and responses to published articles in the form of rejoinders or letters to the editor.

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