Healing the split head of outdoor recreation and outdoor education

Mullins, Philip M.; Lowan-Trudeau, Gregory; Fox, Karen M.

doi:10.4324/9781315768465-7

Cited by 6 publications

(6 citation statements)

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“…Moreover, the pervasive absenting of Indigeneity in this land-based education is palpable. This erasure of Indigenous bodies and histories or acknowledgment of land in the documents connected to the OECs is congruent with the existing literature which identifies the role of conventional Eurocentric approaches to OEE in perpetuating White privilege and settler-colonial discourses of benevolence and innocence (McLean, 2013; Mullins et al, 2016; Newbery, 2012; Rose & Paisley, 2012). The absence of Indigeneity in the content and pedagogy of the OECs, within Kinesiology programs that outwardly celebrate the importance of equity and outdoor education, continually perpetuates anti-Indigenous harm and ignores settler-colonial responsibilities for reconciliation and anti-oppression.…”

Section: Discussionsupporting

confidence: 80%

“…As a subset of critical race theory, Frankenberg (1993) provides a framework, "whiteness," to examine the systemic privileges and unquestioned central, and seemingly neutral, position of White people in outdoor recreation, outdoor education, and in Canadian society as a whole. Yet, only recently have researchers attempted to move toward applying anti-oppression and anti-racism theoretical frameworks to critically examine the ways in which Whiteness and White hegemony are perpetuated and reproduced in the context of outdoor recreation (Kivel et al, 2009;Laurendeau, 2020) and outdoor education (McLean, 2013;Mullins et al, 2016;Newbery, 2012;Warren et al, 2019).…”

Section: Review Of Literaturementioning

confidence: 99%

“…By laying the Canadian context of settler colonialism bare, Mullins et al (2016) have problematized the role of Whiteness in OEE pedagogy, which is shaped by "Western colonial understandings of Indigenous people and the environment" (p. 50) and positions "land as space to be conquered, occupied and visited, but not inhabited" (p. 51). McLean (2013) conducted a critical analysis of the reflections of students who had participated in an OEE program and found that a settler narrative of White benevolence and innocence with respect to Canada's history of colonial violence supports "erasure of aboriginality" (p. 360).…”

Section: Review Of Literaturementioning

confidence: 99%

“…Outdoor experiential education (OEE), or outdoor adventure education, is a participatory pedagogy with recreation activities in a wildland setting at the core of the learning experience (Warren, 2005). Although a growing body of research indicates that OEE has historically been taught with a Eurocentric orientation, by and for White people (Mullins et al, 2016; Newbery, 2012), the particular way OEE functions as a tool for the perpetuation of settler colonialism and racial exclusion, particularly through university education, has not been widely documented. Examining the university setting is particularly important because OEE students may go on to be highly influential educators, coaches, or trainers related to outdoor sport, recreation, and land-based education.…”

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confidence: 99%

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Lessons From Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology

Gauthier

Joseph

Fusco

2021

Journal of Experiential Education

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Background: Outdoor experiential education (OEE) is often presented as a neutral and equitable curricular practice with positive learning outcomes. However, few studies have examined the experiences of racialized and queer White settler students or the representation of Whiteness in OEE curricular documents. Purpose: This article explores Whiteness, racialization, and Indigenous erasure in OEE as an undergraduate curricular practice at a Kinesiology program in a Canadian university. Methodology/Approach: Using critical race theory, a critical discourse analysis of six types of documents used to advertise and organize the outdoor experiential courses was combined with five semi-structured interviews with undergraduate students. Findings/Conclusions: This study demonstrates that students must negotiate Whiteness and settler colonialism to participate in OEE. Three main findings include the following: (a) The imagined student is wealthy and White, (b) students both assimilate to and resist codes of Whiteness, and (c) curricular documents and practices promote Eurocentricity and erase Indigeneity. Implications: OEE presents an opportunity for students preparing to become workers and educators in sport and recreation to learn about Whiteness, racialization, and Indigeneity. Kinesiology program design can use student narratives to shift from supposedly neutral curricular documents and pedagogies to ones that expose and work toward dismantling Eurocentricity.

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Section: Discussionsupporting

confidence: 80%

Section: Review Of Literaturementioning

confidence: 99%

Section: Review Of Literaturementioning

confidence: 99%

mentioning

confidence: 99%

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Lessons From Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology

Gauthier

Joseph

Fusco

2021

Journal of Experiential Education

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“…Although Outward Bound is the most commonly referenced origin of WT, others have pointed to the clear influence and appropriation of Indigenous worldviews in Western outdoor recreation practices (Harper et al, 2018; Mullins et al, 2016; Skidmore, 2017). Indigenous cultures have long valued relationships with nature—values that Western identities have often borrowed.…”

Section: What Is Wt?mentioning

confidence: 99%

A Meta-Analysis of the Effects of Wilderness Therapy on Delinquent Behaviors Among Youth

Beck

Wong

2022

Criminal Justice and Behavior

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The purpose of the present meta-analysis was to determine the effectiveness of wilderness therapy in addressing youth delinquency. A systematic review of the literature was conducted using 27 electronic databases and numerous gray literature sources, surveying literature published from 1990 to 2020. The search identified 189 potential studies for inclusion, resulting in a final study pool of 11 studies contributing 14 effect sizes from a total sample of 1,874 treatment youths. Both self-reported delinquency and caregiver-reported delinquency were examined using separate random-effects models. Pooled analyses yielded large, positive, and significant effects of 0.832 and 1.054 respectively, indicating that wilderness therapy is potentially an effective tool for addressing delinquent behaviors among youth. Limitations of the study include a lack of moderator analyses due to the small sample sizes. Wilderness therapy is a promising form of diversion programming and further investigation into this treatment modality is warranted.

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Social support and identity promote diverse participation in wildlife viewing

Jennings,

Dayer,

Chaves

2024

People and Nature

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Wildlife viewing is growing in popularity, especially among Black, Indigenous and people of colour (BIPOC), whose participation has increased dramatically in the last 20 years. We used a nationwide sample of wildlife viewers to examine how identity as a wildlife viewer, the importance of wildlife viewing to one's life, ethnoracial identity and social support influenced the degree of participation in wildlife viewing. We examined data as part of a non‐probabilistic online survey of wildlife viewers (n = 17,104). We were particularly interested in how participation, support, the importance of wildlife viewing, and identity as wildlife viewers varied across ethnoracial groups. Support has been found to influence involvement in various activities, while identity and importance have been shown to drive continued participation, suggesting that these factors may be of great value for encouraging and sustaining behaviour. We found that, compared with White groups, multiple ethnoracial groups identified less as wildlife viewers. However, they indicated that wildlife viewing is more important to their lives. We also found that most ethnoracial groups received more support from friends, family, mentors and peers than White viewers. This research can help understand the participation of Black, Indigenous and people of colour in outdoor recreation. Furthermore, this work demonstrates how legacies of racially motivated discriminatory policies may limit participation among ethnoracially diverse communities. Read the free Plain Language Summary for this article on the Journal blog.

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Healing the split head of outdoor recreation and outdoor education

Cited by 6 publications

References 0 publications

Lessons From Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology

Lessons From Critical Race Theory: Outdoor Experiential Education and Whiteness in Kinesiology

A Meta-Analysis of the Effects of Wilderness Therapy on Delinquent Behaviors Among Youth

Social support and identity promote diverse participation in wildlife viewing

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