The ‘outdoor industry’ as social and educational phenomena: Gender and outdoor adventure/education

Humberstone, Barbara

doi:10.1080/14729670085200041

Cited by 87 publications

(59 citation statements)

References 15 publications

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“…Within the outdoor education discourse, Brookes (1993), Martin (1999) and Humberstone (2000) adopt a similar transformative approach, asserting the potential for outdoor education to promote change in social structures and cultural values. These authors argue for paying closer attention to the long term consequences of our current patterns of life and to ways in which our experiences of the natural world are culturally constructed, For many, outdoor recreation and outdoor education are the main way they have contact with the land.…”

Section: Transformative Approachesmentioning

confidence: 97%

Use of national parks for outdoor environmental education: An Australian case study

Lugg¹,

Slattery²

2003

Journal of Adventure Education & Outdoor Learning

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The need for environmental education through outdoor education experiences is becoming increasingly evident in outdoor education theory and practice. In Australia, this environmental focus is reflected in recent outdoor education curriculum documents, particularly in the Victorian Certificate of Education (VCE). For many outdoor education teachers who do not have expertise in environmental education, this curriculum development presents a challenge. Outdoor education teachers frequently use National Parks to help them address this challenge.The study examined the educational objectives and roles of teachers and park staff involved in environmental education through outdoor education in National Parks in Victoria, Australia. This paper discusses findings related to the teachers "educational objectives and roles while those of the park staff are examined in a separate paper. The findings indicate that the teachers often lack the environmental knowledge and sMlls needed to teach some aspects of the curriculum thus making the role of the park ranger or education officer particularly significant in educating teachers as well as students. Issues are raised about the training of outdoor education teachers and of park rangers to meet the environmental education needs of outdoor education students. Questions are also raised about the appropriateness of using National Parks for outdoor education purposes.

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Section: Transformative Approachesmentioning

confidence: 97%

Use of national parks for outdoor environmental education: An Australian case study

Lugg¹,

Slattery²

2003

Journal of Adventure Education & Outdoor Learning

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“…It was also indicated that the opportunity for men to see role models of women and women to see role models of men is missed if courses are constrained to men or women only. Indeed, it has been suggested that the absence of positive female role models may be one reason why there are so few women involved in leadership (Humberstone, 2000). However, a significant minority of respondents (almost one third) suggested that differences in leadership styles between men and women should be reflected in how NGB's programme their courses.…”

Section: Discussionmentioning

confidence: 94%

“…As Humberstone (2000) has noted however, outdoor leadership programmes have been written mainly by men. In addition, they have tended to concentrate essentially on the acquisition of technical skills (British Canoe Union, 2000b;United Kingdom Mountain Training Board, 2000).…”

Section: Introductionmentioning

confidence: 97%

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Outdoor Leadership ‐ The Last Male Domain?

Saunders¹,

Sharp²

2002

European Journal of Physical Education

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A previous paper (Sharp, 2001) presented evidence to suggest that men and women working in outdoor education tend to adopt different styles of leadership. It was reasoned that if this is true, then courses designed to train leaders in outdoor activities should reflect these differences if they are to be properly effective. The present study examined this hypothesis through a postal survey to over 800 people involving course providers, leaders and aspirant leaders in mountain, paddle and snow sports. There was dear support for the perceived existence of variations in leadership style, but whilst many thought this was gender-based, others considered that variations were accounted for better by variables such as age and experience. There was a clear view that these differences should not be reflected in single-sex leadership courses, but there was support for changes in the way that courses are marketed and publicised; National Governing Bodies should examine especially the general image portrayed to the public through literature, advertising resources and role models.

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“…We live in gendered societies within which our identities are culturally developed and are categorized as either feminine or masculine (Humberstone 2000;. While femininity is associated with 'being emotional, passive, dependent, maternal, compassionate, and gentle', masculinity reflects 'strength, competitiveness, assertiveness, confidence, and independence' (Krane 2001: 117) and it embodies heterosexual characteristics (Messner 1992).…”

Section: Introductionmentioning

confidence: 99%

Women's mountaineering tourism experiences: The constraint negotiation process and benefits of participation

Doran¹

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The ‘outdoor industry’ as social and educational phenomena: Gender and outdoor adventure/education

Cited by 87 publications

References 15 publications

Use of national parks for outdoor environmental education: An Australian case study

Use of national parks for outdoor environmental education: An Australian case study

Outdoor Leadership ‐ The Last Male Domain?

Women's mountaineering tourism experiences: The constraint negotiation process and benefits of participation

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