Marcus Morse
Biographic Data
| ID | 4425824 |
|---|---|
| NAME | Marcus Morse |
| GIVEN NAMES | Marcus |
| FAMILY NAME | Morse |
| SIGNATURE | MORSE M |
| AFFILIATIONS | La Trobe University |
| ORCID | 0000-0002-7696-5875 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Co-creative pedagogies
Preparing students for rapidly evolving workplaces, undefined roles and uncertain futures provides a critical challenge for contemporary universities. One way for universities to address this challenge is to intentionally teach for, and with, uncertainty through community-based learning approaches. Such approaches can deepen students’ capacity to confidently apply skills to complex learning environments by working on messy cross-disciplinary and …
Riverine writing
This article traverses the confluence of ecopedagogies and river ecologies, employing a unique methodological approach that intertwines canoeing with academic inquiry to explore riverscape learning and its potential for becoming ecoliterate with the river. Drawing on wild pedagogies and outdoor education expertise alongside feminist new materialist eco-thinking, the text explores themes of environmental education, critical pedagogy, ecofeminism a…
Following lines in the landscape
Situated within a series of river journeys, this inquiry considers the role of material landscape in shaping learning possibilities and explores practices of reading landscapes diffractively. We consider ways we might pay attention to the ever-changing flux of places while experimenting with posthuman pedagogical praxis. Methodologically, we embrace the post-qualitative provocation to do research differently by enacting a new empiricism that does…
Being Outdoors
Being outdoors can provide experiential possibilities not readily available indoors. In this paper we draw on phenomenological research undertaken with participants on 10-day outdoor Franklin River journeys in Tasmania, Australia, to illustrate such possibilities. By exploring multiple aspects and variations of participant lived experience outdoors we focus, in particular, on the potential ontological implications of these experiences. We detail …
Wilding educational policy
This introductory paper begins by summarizing the premises of this special issue on “Wilding Educational Policy.” That is, first, current normalized educational practices in education are not adequate for these times of extraordinary social and ecological upheaval. Second, an important way forward will be to problematize modernist tendencies to control discourse and practice in education in ways that tend to “domesticate” educational possibilitie…
River experience
Outdoor educators, nature-based tourism guides and private recreationalists make use of wilderness river areas for extended journeys. The justification for running such trips commonly involves the potential 'experience' that it affords participants. Yet the experiences themselves are often unique, individual and difficult to describe. While 'the experience' is commonly used as a justification for such journeys, experience itself does not always a…
River experience
Outdoor educators, nature-based tourism guides and private recreationalists make use of wilderness river areas for extended journeys. The justification for running such trips commonly involves the potential 'experience' that it affords participants. Yet the experiences themselves are often unique, individual and difficult to describe. While 'the experience' is commonly used as a justification for such journeys, experience itself does not always a…
River experience
Outdoor educators, nature-based tourism guides and private recreationalists make use of wilderness river areas for extended journeys. The justification for running such trips commonly involves the potential 'experience' that it affords participants. Yet the experiences themselves are often unique, individual and difficult to describe. While 'the experience' is commonly used as a justification for such journeys, experience itself does not always a…
Being Outdoors
Being outdoors can provide experiential possibilities not readily available indoors. In this paper we draw on phenomenological research undertaken with participants on 10-day outdoor Franklin River journeys in Tasmania, Australia, to illustrate such possibilities. By exploring multiple aspects and variations of participant lived experience outdoors we focus, in particular, on the potential ontological implications of these experiences. We detail …
Wilding educational policy
This introductory paper begins by summarizing the premises of this special issue on “Wilding Educational Policy.” That is, first, current normalized educational practices in education are not adequate for these times of extraordinary social and ecological upheaval. Second, an important way forward will be to problematize modernist tendencies to control discourse and practice in education in ways that tend to “domesticate” educational possibilitie…
Following lines in the landscape
Situated within a series of river journeys, this inquiry considers the role of material landscape in shaping learning possibilities and explores practices of reading landscapes diffractively. We consider ways we might pay attention to the ever-changing flux of places while experimenting with posthuman pedagogical praxis. Methodologically, we embrace the post-qualitative provocation to do research differently by enacting a new empiricism that does…
Riverine writing
This article traverses the confluence of ecopedagogies and river ecologies, employing a unique methodological approach that intertwines canoeing with academic inquiry to explore riverscape learning and its potential for becoming ecoliterate with the river. Drawing on wild pedagogies and outdoor education expertise alongside feminist new materialist eco-thinking, the text explores themes of environmental education, critical pedagogy, ecofeminism a…
Co-creative pedagogies
Preparing students for rapidly evolving workplaces, undefined roles and uncertain futures provides a critical challenge for contemporary universities. One way for universities to address this challenge is to intentionally teach for, and with, uncertainty through community-based learning approaches. Such approaches can deepen students’ capacity to confidently apply skills to complex learning environments by working on messy cross-disciplinary and …
Pedagogy (6 works) · Sociology (6 works) · Outdoor and Experiential Education (5 works) · Environmental education (3 works) · Epistemology (3 works) · Outdoor education (3 works) · Psychology (3 works) · Aesthetics (2 works) · Art (2 works) · Experiential learning (2 works)