Integrating Persons With Impairments and Disabilities Into Standard Outdoor Adventure Education Programs

Dillenschneider, Cindy

doi:10.5193/jee.30.1.70

Cited by 6 publications

(10 citation statements)

References 2 publications

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“…Inclusive practices are intended to create more meaningful and equitable learning environments [24,26]. Inclusive practices often include self-awareness of personal biases and privilege, the creation of supportive learning environments, and the provision of relevant supports [2,4,27].…”

Section: Communitarian Approaches To Social Justicementioning

confidence: 99%

“…However, at the time of this publication, Warren [10] also noted that there was a lack of guidance in the literature on preparing outdoor leaders to be responsive to social justice issues. While the literature in this arena has expanded to some extent since that time (e.g., [1,2,4,7]), little is known about OAE instructors' efforts to implement the principles of social justice education and to engage in inclusive praxis when facilitating OAE experiences.…”

Section: Advancing Social Justice Through Inclusive Praxis As a Pedagmentioning

confidence: 99%

“…Scholars and practitioners in the field of outdoor adventure education (OAE) have long called for the advancement of social justice within the field [1][2][3][4][5][6][7][8][9][10][11][12][13]. These calls have been motivated in part by a recognition of ongoing social, economic and demographic changes to which the field must adapt in order to effectively address the needs of an increasingly diverse society [3,13].…”

Section: Introductionmentioning

confidence: 99%

“…There have been numerous other such calls to advance social justice in the field of outdoor adventure education, many framing this endeavor as a moral imperative [1][2][3][4][5][6][7][8][9][10][11][12][13]. Although there has been little consensus on how best to accomplish this goal [13], one common element among these calls is that they are all typically grounded in John Rawls' [14] theory of justice-a distributive approach to justice in which all social goods should be distributed equally among the members of a society, unless an unequal distribution of goods would be to everyone's advantage.…”

Section: Introductionmentioning

confidence: 99%

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Exploring the Inclusive Praxis of Outward Bound Instructors

2020

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Equity and inclusion are critical issues that need to be addressed in outdoor adventure education. Although some literature identifies inclusive practices for enhancing equity in outdoor adventure education, most research does not situate these practices within the contexts in which they were created and used. Therefore, the purpose of this study was to explore outdoor adventure education instructors’ inclusive praxis, and the conditions that influenced their praxis on their courses and in their instructing experiences. To this end, we conducted semi-structured interviews with ten instructors from four Outward Bound schools in the USA. The instructors varied in their gender, school, types of programs facilitated, and duration of employment with Outward Bound. Our inductive analysis of the interview data focused on the identification of themes illustrating the characteristics of instructors’ inclusive praxis, as well as the conditions that influenced their praxis. Themes emerged from our analysis that highlighted the macro and micro conditions that set the stage for instructors’ inclusive praxis, which focused on creating spaces that fostered inclusive group cultures on their courses. The findings from this study may be a useful starting point for enhancing the instructors’ role in fostering equity and inclusion on outdoor adventure education courses. We conclude with suggestions for future research.

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Section: Communitarian Approaches To Social Justicementioning

confidence: 99%

Section: Advancing Social Justice Through Inclusive Praxis As a Pedagmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Exploring the Inclusive Praxis of Outward Bound Instructors

2020

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“…When planning ABGW activities, programs need to be able to adapt programming to Christine L. Norton and Anita R. Tucker become more inclusive of people with disabilities. Fortunately, more programs are developing to meet the special needs of this population, as well as people with chronic illnesses, (Dillenschneider, 2007;McAvoy, Smith, & Rynders, 2006) Because ABGW programs usually take place in an outdoor setting and introduce novel and unfamiliar experiences, a high level of disequilibrium is created that may disempower clients to rely too heavily on group leaders for safety and guidance. Mitten (1994) warns that this may be especially disempowering for women by placing them in an oppressive and overly dependent role in which they relinquish some of their personal power over to the group leader as a way of maintaining their own survival.…”

Section: Ethical and Cultural Considerations Of Abgwmentioning

confidence: 99%

New Heights

Norton¹,

Tucker²

2010

Groupwork

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Training in groupwork in social work education is a critical aspect of promoting the continued use of groupwork in social work practice. Groupwork courses in social work education should integrate theory and practice; emphasize the processes that make groups effective; and train group leaders by providing experiential learning opportunities for how to lead groups. Likewise, groupwork in social work education should keep up with practice trends in the fi eld of social work. According to Tucker and Norton's (2009) research, current trends in social work practice with groups in the United States include the use of adventure-based practices with clients to effect positive change. Research also shows the increased use of adventure-based practices in the U.K. and other parts of the world. This practice trend is not new; however, Tucker and Norton found that very few social workers in the United States ever receive hands-on training in challenge and adventure activities while they are in school. The lack of experiential training in challenge and adventure activities in groupwork may lead to professional incompetence and poor programming, or the absence of challenge and adventure programming in social work practice with groups altogether. This study addressed the issue of groupwork training in social work education by providing social work students with an opportunity to participate in adventure-based groupwork. Pre-and post-survey research measured the impact of adventure-based groupwork on student's self-concept and perception of competence in major life skills, group cohesion, and level of knowledge regarding application of challenge and adventure activities with social work clients. Data analysis revealed statistically signifi cant improvements in all areas.

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Cripping environmental education: rethinking disability, nature, and interdependent futures

Schmidt

2022

Aust. J. environ. educ.

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In this article, I call for a cripping of environmental education as a necessary move in shifting away from the field’s current conceptions of disability as defect and deficiency, and towards disrupting the structures and processes that operate as normalizing technologies within ableism/sanism. Through an examination of the ways that the field of environmental education has/has not engaged critical disability politics, I illuminate how disability is not often included within environmental education literature. When it is, it is often through the use of disability as metaphor or through recommendations for best practices in accommodating disabilities. More often though within environmental education, disability has operated as a hidden curriculum, underpinning much of the field’s curricular, pedagogical, and even philosophical foundations. Through a cripping of the field these compulsory able-bodied/able-minded assumptions are made apparent. I suggest that by centering crip bodies and minds through cripistemologies, we might enable new ways of knowing, being in, connecting to, and understanding the natural world.

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Integrating Persons With Impairments and Disabilities Into Standard Outdoor Adventure Education Programs

Cited by 6 publications

References 2 publications

Exploring the Inclusive Praxis of Outward Bound Instructors

Exploring the Inclusive Praxis of Outward Bound Instructors

New Heights

Cripping environmental education: rethinking disability, nature, and interdependent futures

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