ABSTRACT
This chapter consideres Journal of Adventure Education and Outdoor Learning (JAEOL) emphases since 2000 and through an analysis of language, voices and journal writing in Europe has sought to balance the Anglocentric approach by situating JAEOL in a global context. Relative to other academic outputs, such as books, journals may be seen to privilege a greater degree of currency through a more rapid process of publishing quality papers. Peer-reviewed academic journals should communicate cutting-edge research, critical, theoretical and methodological perspectives and developments of international interest and scope in cognate subject areas. ‘Adventure education’ refers to educational implications of activities which are perceived to have elements of personal, social or psychological risk. Journals can be regarded as indicators of new developments in a field, offering ways to respond to sociocultural trends, policy developments and research opportunities while encouraging authors to explore new areas in a more transient, timely and responsive way than books or other forms of academic literature.
