Adventure as Cultural Borderwork

Brown M. (2002). The facilitator as gatekeeper: A critical analysis of social order in facilitation sessions. Journal of Adventure Education and Outdoor Learning, 2(2), 101–112.

Chapman S. (1995). What is the question? In Warren K. , Sakofs M. , & Hunt J. S. Jr. (Eds.), The theory of experiential education (pp. 236–239). Dubuque, IA: Kendall/Hunt.

Charmaz K. (2000). Grounded theory: Objectivist and constructivist methods. In Denzin N. , & Lincoln Y. (Eds.), Handbook of qualitative research (2nd ed., pp. 509–316). Thousand Oaks, CA: Sage.

Charmaz K. (2003). Qualitative interviewing and grounded theory analysis. In Holstein J. A. , & Gubrium J. F. (Eds.), Inside interviewing: New lenses, new concerns (pp. 311–330). Thousand Oaks, CA: Sage.

Emerson R. M. , Fretz R. I. , & Shaw L. L. (1995) Writing ethnographic field notes.Chicago: University of Chicago Press.

Engestrom Y. (2003). Activity theory and individual and social transformation. In Engestrom Y. , Miettinen R. , & Punamaki R. L. (Eds.), Perspectives on activity theory (pp. 19–38). Cambridge, MA: Cambridge University Press.

Fenwick T. (2001) Experiential learning: A theoretical critique from five perspectives. Ohio State University: ERIC Clearinghouse on Adult, Career, and Vocational Education.

Fontana A. , & Frey J. H. (2000). The interview: From structured questions to negotiated text. In Denzin N. K. , & Lincoln Y. (Eds.), Handbook of qualitative research (2nd ed., pp. 645–672). Thousand Oaks, CA: Sage.

Hall P. M. (1997). Meta-power, social organization, and the shaping of social action. Symbolic Interaction, 20(4), 397–418.

Holyfield L. (1997). Generating excitement: Experienced emotion in commercial leisure. In Erickson R. J. , & Cuthbertson B. (Eds.), Social perspectives on emotion (Vol. 4, pp. 257–281). Stamford, CT: JAI Press.

Holyfield L. , & Fine G. (1997). Adventure as character work: The collective taming of fear. Symbolic Interaction, 20(4), 343–363.

Hovelynck J. (2001). Practice-theories of facilitating experiential learning in Outward Bound: A research report. Journal of Adventure Education and Outdoor Learning, 1(2), 53–57.

Jonas L. M. (1999). Making and facing danger: Constructing strong character on the river. Symbolic Interaction, 22(3), 247–267.

Kolb D. A. (1984) Experiential learning: Experience as the source of learning and development. Englewood Cliffs, NJ: Prentice-Hall.

Kozulin A. (1998) Psychological tools. Cambridge, MA: Harvard University Press.

McKenzie M. (2003). Beyond “the Outward Bound process: ” Rethinking student learning. Journal of Experiential Education, 25(1), 8–23.

Project Adventure I. (2002) Adventure programming workshop manual (2nd ed.). Beverly, MA: Project Adventure.

Prouty D. (1991). Project Adventure—a brief history. In Staff P. A. (Ed.), Adventure programming workshop manual (pp. 5–15). Dubuque, IA: Kendall/Hunt.

Sibthorp J. (2003). An empirical look at Walsh and Golins’ Adventure Education Process Model: Relationships between antecedent factors, perceptions of characteristics of adventure education experience, and changes in self-efficacy. Journal of Leisure Research, 35(1), 80–106.

Silverman D. (2000). Analyzing talk and text. In Denzin N. K. , & Lincoln Y. (Eds.), Handbook of qualitative research (2nd ed., pp. 821–834). Thousand Oaks, CA: Sage.

Strauss A. L. , & Corbin J. (1998) Basics of qualitative research: Grounded theory procedures and techniques. Thousand Oaks, CA: Sage.

Vygotsky L. S. (1987). Thinking and speech. In Reiber R. , & Carton A. (Eds.), The collected works of L.S. Vygotsky (Vol. 1). New York: Plenum Press.

Wyatt S. (1997). Dialogue, reflection, and community. Journal of Experiential Education, 20(2), 80–85.