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Outdoor learning experiences can invoke feelings of uncertainty and discomfort, acting to disrupt human-environment narratives. In this article, the "performance" of nonhuman nature and discomfort in outdoor learning is considered, told through two vignettes from residential field trips with secondary age students, held at Slapton Ley Field Centre in South Devon, UK. This article asserts that discomfort associated with outdoor learning and fieldwork creates opportunities for learners to challenge their own environmental beliefs, values and attitudes. In particular, it is suggested that learners enter into a coproduction of place through interaction with nonhuman nature, and that this can, in turn, lead to a development of environmental sensitivity beyond the normally instrumental focus of such field trips.

Outdoor learning experiences can invoke feelings of uncertainty and discomfort, acting to disrupt human-environment narratives. In this article, the "performance" of nonhuman nature and discomfort in outdoor learning is considered, told through two vignettes from residential field trips with secondary age students, held at Slapton Ley Field Centre in South Devon, UK. This article asserts that discomfort associated with outdoor learning and fieldwork creates opportunities for learners to challenge their own environmental beliefs, values and attitudes. In particular, it is suggested that learners enter into a coproduction of place through interaction with nonhuman nature, and that this can, in turn, lead to a development of environmental sensitivity beyond the normally instrumental focus of such field trips. [ABSTRACT FROM AUTHOR]