Social Justice Experiential Education in Rural Fiji

Yomantas, Elizabeth Laura

doi:10.4018/978-1-7998-5098-4.ch006

Cited by 3 publications

(2 citation statements)

References 20 publications

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“…CC elements challenged some assumptions in similar fields’ frameworks, especially environmental education (Delia & Krasny, 2018; Miller, 2018) and experiential education (Breunig, 2011; Yomantas, 2021). Watts et al (2011) operationalized CC to include critical reflection , political efficacy , and critical action , which we observed.…”

Section: Discussionmentioning

confidence: 98%

Critical Consciousness in High School Outdoor Experiential Environmental Education

Brooks

Braun

Prince

2022

Journal of Experiential Education

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Background: Research highlights how high school near-peer mentors (HSNPMs) in outdoor school settings enhance younger students’ programing experiences. Through this engagement, HSNPMs’ critical consciousness (CC) of equity in outdoor and experiential education (OEEE) expands. Purpose: This article explores how HSNPMs develop CC of environmental and social justice in OEEE. Methodology/Approach: We used critical ethnography to understand how near-peer mentoring programing associated with equity, diversity, access, and inclusion (EDAI) develop CC, in OEEE. Findings/Conclusion: Intentionally developed training and curricula rooted in social justice education facilitate CC development. This training includes staff's facilitation of equity discussions and support of high school students’ EDAI-related awareness, skills, and behaviors. Implications/Recommendations: HSNPMs contribute to EDAI in OEEE programs. We recommend including HSNPMs in staff training, program improvements, and planning activities.

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Section: Discussionmentioning

confidence: 98%

Critical Consciousness in High School Outdoor Experiential Environmental Education

Brooks

Braun

Prince

2022

Journal of Experiential Education

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“…Students must apply to be granted admission to participate in this international program. While the trip commonly has a focus on science and is run by premed faculty members, the international program office allowed me to design a new education course because of my previous research and studies in Fiji (see Yomantas, 2020a, 2020b).…”

Section: Program and Study Contextmentioning

confidence: 99%

New Possibilities for Culturally Responsive Experiential Education in Teacher Education

Yomantas

2021

Journal of Experiential Education

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Background: Understanding how students conceptualize culturally responsive service learning (CRSL) before and after an experiential education (EE) program has the potential to inform the instructional and theoretical designs and long-term possibilities of EE programs in teacher education. Purpose: To (a) explore students’ early-trip conceptions of CRSL in comparison with their end of trip conceptions while on a month-long EE program in rural Fiji and (b) examine which self-reported experiences facilitated the transformation of participant understandings of CRSL. Methodology/Approach: This study was situated in EE theory and critical pedagogy and utilized a narrative inquiry methodology. Findings/Conclusions: Students held traditional notions of service in their early-trip definitions. In their end of trip definitions, the participants’ definitions transformed to include new understandings. Implications: CRSL is a complex concept that requires cyclical reflexivity and self-interrogation. In teacher education, CRSL can serve as a springboard for meaningful culturally responsive fieldwork experiences. Further CRSL programming and research are needed to expand the field and open new possibilities in teacher education and beyond.

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Respecting, Embracing, and Honoring Cultural Practices through Collective Storytelling

Yomantas

2021

Prompt

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This article discusses a final writing assignment for “Culturally Responsive Service Learning,” a course taught during a four-week experiential education program in rural Fiji. This elective course was situated in an undergraduate teacher preparation program but included students from a wide variety of disciplines and majors. This article discusses the theoretical and cultural framework for the assignment, the pedagogical decisions that led to the final paper, the process of sharing the assignment with the community through a public event, the limitations of using a storytelling framework from another culture, and suggestions for future adaptations. In alignment with the topic, the author uses two different voices to interweave personal storytelling with academic research. The article opens and closes with vignettes that demonstrate how the class arrived at new levels of critical consciousness through engagement with the readings and learning from Indigenous community partners. The body of this article is written in a traditional academic format. Storied vignettes are italicized for clarity.

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Social Justice Experiential Education in Rural Fiji

Cited by 3 publications

References 20 publications

Critical Consciousness in High School Outdoor Experiential Environmental Education

Critical Consciousness in High School Outdoor Experiential Environmental Education

New Possibilities for Culturally Responsive Experiential Education in Teacher Education

Respecting, Embracing, and Honoring Cultural Practices through Collective Storytelling

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