Social Justice in Outdoor Experiential Education

2014 ◽  
Vol 37 (1) ◽  
pp. 89-103 ◽  
Author(s):  
Karen Warren ◽  
Nina S. Roberts ◽  
Mary Breunig ◽  
M. Antonio (Tony) G. Alvarez
Keyword(s):  
Social Justice ◽  
Experiential Education ◽  
Outdoor Experiential Education

scholarly journals Beings Who Are Becoming: Enhancing Social Justice Literacy

2019 ◽  
Vol 42 (1) ◽  
pp. 7-21 ◽  
Author(s):  
Mary Breunig
Keyword(s):  
Social Justice ◽  
Experiential Education ◽  
Skin Color ◽  
Relevant Literature ◽  
Core Values ◽  
Social Identities ◽  
Justice Theory ◽  
Social Justice Theory ◽  
Outdoor Experiential Education ◽  
And Gender

Background: The Association for Experiential Education identifies social justice as one of its core values. One recent state of knowledge paper explored the confluence of outdoor experiential education and social justice. Social justice theory embraces the idea that social identities do not exist independently. Rather, race, class, sexuality, skin color, and gender (among other identities) exist in intersectionality. Purpose: This article adopts an intersectional approach to review relevant literature and to provide narrative illustrations that offer insights into the concept of social justice literacy. Methodology/Approach: The article is conceptual and adopts an intersectional approach, highlighting relevant literature, theories, and narratives. Findings/Conclusions: The article illuminates prevalent issues and offers practical insights for facilitators and educators on how to enhance social justice literacy and praxes. Implications: The article provides opportunities for outdoor experiential educators to better understand their own privilege and to develop new understandings and actionable behaviors.

scholarly journals Finding New Ways: Developing a Co-Constructed Approach to Excursions in Higher Education

2018 ◽  
Vol 41 (4) ◽  
pp. 369-381 ◽  
Author(s):  
Danny Towers ◽  
Chris Loynes
Keyword(s):  
Higher Education ◽  
Experiential Education ◽  
Professional Practice ◽  
Modern World ◽  
Pedagogical Approach ◽  
The United Kingdom ◽  
The World ◽  
Outdoor Experiential Education ◽  
The Impact ◽  
Outdoor Educators

Background: Outdoor Experiential Education (OEE) in the United Kingdom is steeped in tradition. Established practices limit the ability of outdoor professionals to respond to the global challenges of the modern world through locally relevant ways. Internationally, Higher Education (HE) is also currently subject to considerable challenges and its continued relevance can be gauged through its ability to become meaningful in a rapidly changing and pluralistic world. Purpose: We examine the impact of our pedagogical approach to working with international students, developing professional practice informed by one place, set within the context of the needs of the world and framed by the question “what kind of outdoor educator do you want to become?” Methodology/Approach: The authors used Dewey’s concept of occupations as an organizing principle for the curriculum. Four excursions involving 86 students were facilitated and reviewed. Findings/Conclusions: The norms of traditional OEE practices were predominantly overcome and innovative ways of co-creating knowledge emerged. Implications: If outdoor educators develop their own occupation in the context of wider needs, they can become place-responsive as well as continuously open to change.

Social Justice Experiential Education in Rural Fiji

2020 ◽  
pp. 125-143
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Experiential Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Critical Consciousness ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Social Justice Teaching ◽  
The Creation

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

Social Justice Experiential Education in Rural Fiji

2021 ◽  
pp. 473-491
Author(s):  
Elizabeth Laura Yomantas
Keyword(s):  
Social Justice ◽  
Teacher Preparation ◽  
Experiential Education ◽  
Lived Experiences ◽  
Teaching And Learning ◽  
Critical Consciousness ◽  
Teacher Preparation Program ◽  
Preparation Program ◽  
Social Justice Teaching ◽  
The Creation

This chapter examines how an experiential education (EE) program in rural Fiji provided rich experiences for social justice teaching and learning in the context of a teacher preparation program. This chapter discusses the instructor's lived experiences, positionality, and commitment to social justice work that propel a desire to create classrooms that are sites of transformation. The primary aspects of social justice teaching and learning discussed include the creation of spaces for critical consciousness to emerge and an embracement of pedagogies of love in the context of the EE program. This chapter concludes with the instructor's continued commitment embodying a social justice agenda in classroom spaces and beyond through a lifetime commitment to this work through hopeful, patiently impatient praxis.

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