A Call for Race, Gender, and Class Sensitive Facilitation in Outdoor Experiential Education

Warren, Karen

doi:10.1177/105382599802100105

Cited by 26 publications

(16 citation statements)

References 6 publications

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“…Demographic factors impact a wide variety of student experiences and may influence the benefits students receive from service learning (Warren 1998). Age may be particularly important in graduate school because the age range tends to be much greater than at the undergraduate level.…”

Section: Factors Influencing Service Learning's Effectivenessmentioning

confidence: 98%

Looking Beyond the Undergraduate Classroom: Factors Influencing Service Learning's Effectiveness at Improving Graduate Students’ Professional Skills

Lambright

2010

College Teaching

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This study provides a greater understanding of which factors influence the effectiveness of service learning projects at improving graduate students' professional skills. Data for this study was gathered from students in eight Master of Public Administration (MPA) courses taught during two semesters at a large state university. Younger students were more likely than older students to believe that their service learning project was helpful in improving their professional skills. We also find that students who spent more time working on a service learning project outside of class reported their projects were more helpful in improving their professional skills. In addition, our ANOVA analysis indicates that for projects involving group activities, students who were members of groups that worked as teams reported that their projects were more helpful in improving their professional skills than students in less cohesive groups.

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Section: Factors Influencing Service Learning's Effectivenessmentioning

confidence: 98%

Looking Beyond the Undergraduate Classroom: Factors Influencing Service Learning's Effectiveness at Improving Graduate Students’ Professional Skills

Lambright

2010

College Teaching

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“…Furthermore, challenging the field to explore new methods of facilitation in the OEE, Warren (1998) scrutinized how some leaders can alienate ethnic minorities, among other groups, based on their assumptions and lack of cultural competency.…”

Section: Race and Ethnicitymentioning

confidence: 99%

Social Justice in Outdoor Experiential Education

Warren

Roberts

Breunig

et al. 2014

Journal of Experiential Education

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Outdoor experiential education has often been critiqued for its White, male, middle/upper-class, able-bodied history, thereby causing professionals and programs to consider issues of social justice. This state of knowledge paper will review the literature on social and environmental justice, identify gaps in current social justice literature and practice, and offer recommendations for creating a new history.

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“…Importantly, scholars have also questioned the relevance of the risk-oriented approach to AEP that underpins much of McKenzie's analysis [3,5,28,31,64] and highlights unfortunate cultural and historical assumptions implicit within the original meta-analysis. For example, while the participation of women in the outdoors continues to rise, outdoor leaders remain predominantly male, and programmes are often steeped in male machismo [65]. Forays into race and ethnicity prove even more problematic, as the outdoors remains essentially a white, male, predominantly middle-class space.…”

Section: The Six Aep Elements In Contextmentioning

confidence: 99%

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

King

Hardwell

Brymer

et al. 2020

Sports

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Two decades ago, McKenzie's meta-analysis of literature provided six fundamental elements of adventure education programme design still used to guide research and practice today. While the value of McKenzie's early work should not be underestimated, adventure education has undergone considerable changes. Adventurous activities are now available in urban and indoor contexts and used to facilitate a growing health and wellbeing agenda. The use of risk as part of adventure education programming has also been critiqued. This paper reflects on contemporary notions of adventure, risk and the emergent narratives emphasising the associated psychological benefits. The Ecological Dynamics framework, along with representative design delivery, are presented as a viable way of building on McKenzie's work. Both consider how effective outcomes in adventure education programmes are achieved through designs that focus on the unique relationship between the individual and their environment. While McKenzie's six elements recognise the importance of human relationships, Ecological Dynamics forefronts relational elements, not just between participants but, importantly, the task and the environment. Individual participant needs in relation to their everyday life therefore become the focus of adventure education expanding beyond the traditional long-standing narratives of risk and danger. Through these two important concepts, this paper advocates an approach to the design of adventure representative of a participant's everyday environment. In this way, adventure education outcomes translate beyond the adventure-specific context and align more holistically with the needs of individual participants while also assuring emphasis on individual health and wellbeing.Sports 2020, 8, 20 2 of 16 environments. Activities referred to the quality of the activities designed into the programme and how well they provide mental, physical and psychological challenges and opportunities for mastery. Processing described the process of making sense of the programme by the participants and how learning in the adventure programme might be transferred to everyday life. The group element focused on the impact of group size, fellow participants and cooperation during learning. The instructor's influence included how they interacted with the group and what they brought to the programme. The participant's characteristics and capacity for autonomy were also considered important.Underpinning these categories was the notion that effective adventure programme design suggested the inclusion of challenge and risk, for example, opportunities for emotional and social risk. Contemporary evidence suggests AEP is still based on activities designed to emphasise the impact of risk (physical and psychological), with little regard for nature and requirements of participants [2][3][4][5][6]. According to Wurdinger [7], it is risk, danger and uncertainty that differentiate AEP from other activities and impacts on the learning outcomes (see Brown and Beames [3] for a contemporary ...

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A Call for Race, Gender, and Class Sensitive Facilitation in Outdoor Experiential Education

Cited by 26 publications

References 6 publications

Looking Beyond the Undergraduate Classroom: Factors Influencing Service Learning's Effectiveness at Improving Graduate Students’ Professional Skills

Looking Beyond the Undergraduate Classroom: Factors Influencing Service Learning's Effectiveness at Improving Graduate Students’ Professional Skills

Social Justice in Outdoor Experiential Education

Reconsidering McKenzie’s Six Adventure Education Programming Elements Using an Ecological Dynamics Lens and Its Implications for Health and Wellbeing

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