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Call for papers for Special Issue on Adventure, to be published by the Journal of Adventure Education and Outdoor Learning

It may be argued that adventure has been a central feature of learning through the outdoors since the origins of outdoor education and movements such as Outward Bound. Indeed, Mortlock (1978) strongly emphasised the impact of outdoor adventure in learning when he advocated that it should have a core rather than a peripheral role in the British school curriculum. Adventure education has typically been associated with specific outdoor activities such as rock-climbing or kayaking; activities held to be ‘character-building’ due to the way in which participants are taken beyond their perceived ‘comfort zones’ and encouraged to face up to personal challenges. That is, the personal growth and development claimed as an outcome of adventure education is thought to arise through exposure to such risk, ideally in a planned and purposeful way. Much of the discourse surrounding the concept of ‘adventure’ in the sociological literature has also focused on the notion and centrality of ‘risk’ and ‘edgework’ (Lyng, 1990). This led to the rise of terminology such as ‘risky sports’, ‘extreme sports’ or ‘adventure sports’ (McNamee, 2007; Rinehart & Sydnor, 2003) to emphasise this element of risk, with a body of literature developing to understand why participants engage in such activities and what they may derive from their participation. Some sociologists identify these forms of physical activity as ‘life-style’ sport (Wheaton, 2004) or nature-based sport (Vanreusel, 1995; Humberstone, 1998). Thorpe and Rinehart (2010), engaging with Thrift’s (2008) non-representational theory, further draw attention to the possibility of environmental and social justice through the development of ‘kinaesthetic empathy’ and the affective afforded through active participation in nature. Over the last two decades some of the assumptions surrounding the concept of adventure and the settings in which adventure can take place have begun to be challenged or broadened, with the rise of ‘adventure tourism’, ‘urban adventure’ and ‘artificial adventure’ environments. Loynes (1998) reflected upon how much of the risk in outdoor adventure education has become no longer ‘real risk’ but perceptions of risk bundled into a commercialised ‘buzz’ that has considerable distance from the original values and community associated with adventure education. With the current hegemony of neoliberalism and consumption one might ask – are the traditional values, which were arguably embedded in adventure education, still relevant? The significance of concepts Journal of Adventure Education and Outdoor Learning, 2015 Vol. 15, No. 1, 93–94, http://dx.doi.org/10.1080/14729679.2014.999497