Outdoor experiential education has often been critiqued for its White, male, middle/upper-class, able-bodied history, thereby causing professionals and programs to consider issues of social justice. This state of knowledge paper will review the literature on social and environmental justice, identify gaps in current social justice literature and practice, and offer recommendations for creating a new history.
AdamsM.BellL. A.GriffinP. (2007). Teaching for diversity and social justice (2nd ed.). New York, NY: Routledge.
2.
AgyemanJ. (2003). “Under-participation” and ethnocentrism in environmental education research: Developing “culturally sensitive research approaches.”Canadian Journal of Environmental Education, 8, 81-95.
3.
AgyemanJ. (1989). Black people, white landscape. Town and Country Planning, 8, 12, 336-38
4.
AllisonM. (1996). The challenge of diversity: Embracing those on the fringes. Journal of Experiential Education, 19, 122-126.
5.
AllportG. (1979). The nature of prejudice. Reading, MA: Addison-Wesley. (Original work published 1954)
6.
AshleyF. B. (1990). Ethnic minorities’ involvement in outdoor experiential education. In MilesJ. C.PriestS. (Eds.), Adventure education (pp. 369-373). State College, PA: Venture Publishing.
7.
BaileyJ. (1999). A world of adventure education. In MilesJ. C.PriestS. (Eds.), Adventure programming (pp. 39-42). State College, PA: Venture Publishing.
8.
BellM. (1996). Feminists challenging assumptions about outdoor leadership. In WarrenK. (Ed.), Women’s voices in experiential education (pp. 141-156). Dubuque, IA: Kendall Hunt.
9.
BellM. (1997). Gendered experience: Social theory and experiential practice. Journal of Experiential Education, 20, 143-151.
10.
BenepeS. (1992). Racial and ethnic diversity in wilderness use and environmental education. Lander, WY: National Outdoor Leadership School.
11.
BreunigM. (2005). Turning experiential education and critical pedagogy theory into praxis. Journal of Experiential Education, 28, 106-122.
12.
BreunigM. (2013). Environmental sustainability and environmental justice: From buzzwords to emancipatory pro-environmental behaviour change. Journal of Sustainability Education, 5, 232-248.
13.
BullardR. (1993). Confronting environmental racism: Voices from the grassroots. Boston, MA: South End Press.
14.
BullardR. (2001). Environmental justice in the 21st century: Race still matters. Phylon, 49(3), 151-171.
15.
ByrneJ.WolchJ. (2009). Nature, race, and parks: Past research and future directions for geographic research. Progress in Human Geography, 33, 743-765.
16.
Center for Universal Design. (2013). Universal design principles. Champaign, IL: Human Kinetics.
17.
ChappelleS.BigmanL.HillyerF. (1998). Diversity in action. Hamilton, MA: Project Adventure.
18.
ChavezD. J. (1992). Hispanic recreationists in the wildland-urban interface. Trends, 28(4), 23-25.
19.
ChavezD. J. (2005). Latinos and public lands in California. California Recreation & Parks, 61(2), 32-35.
20.
Davis-BermanJ.BermanD. (1999). The use of adventure-based programs with at-risk youth. In MilesJ. C.PriestS. (Eds.), Adventure programming (pp. 385-388). State College, PA: Venture Publishing.
21.
DillenschneiderC. (2007). Integrating persons with impairments and disabilities into standard outdoor adventure programs. Journal of Experiential Education, 30, 70-83.
22.
EwertA.ChavezD. J.MagillA. W. (Eds.). (1993). Culture, conflict, and communication in the wildland-urban interface. Boulder, CO: Westview Press.
23.
FinneyC. (in press). Black faces, white spaces: African Americans and the great outdoors. Chapel Hill, NC: UNC Press.
24.
FrazerR. (2009). Toward a theory of critical teaching for social justice in outdoor education studies: A grounded theory study of philosophical perspectives and teaching practices (Unpublished doctoral dissertation). University of Wisconsin, Madison.
25.
FreysingerV. J.ShawS. M.HendersonK. A.BialeschkiM. D. (2013). Leisure, women, and gender. State College, PA: Venture Publishing.
26.
GarveyD.MittenD.PaceS.RobertsN. S. (2008). A history of AEE. In WarrenK.MittenD.LoefflerT. A. (Eds.), Theory and practice of experiential education (pp. 93-104). Boulder, CO: Association for Experiential Education.
27.
GassM. A.GillisH. L.RussellK. C. (2012). Adventure therapy: Theory, research and practice. New York, NY: Routledge.
28.
GomezE. (2008). Race, ethnicity, recreation, and leisure: An identification of research gaps. In ChavezD. J.WinterP. L.AbsherJ. D. (Eds.), Recreation visitor research: Studies of diversity (pp. 75-84). Riverside, CA: U.S. Department of Agriculture, Forest Service, Pacific Southwest Research Station.
29.
GruenwaldD. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3-12.
30.
HallM. (1992). The use in experiential education of ceremonies and rituals from Native American cultures. Journal of Experiential Education, 15(1), 51-55.
31.
Haluza-DelayR. (2012). Educating for environmental justice. In StevensonR. B.BrodyM.DillonJ.WallsA. E. J. (Eds.), International handbook of research in environmental education (pp. 390-399). New York, NY: Routledge.
32.
HavensM. (1992). Bridges to accessibility: A primer for including persons with disabilities in adventure curricula. Dubuque, IA: Kendall Hunt.
33.
HolmanT.McAvoyL. (2005). Transferring benefits of participation in an integrated wilderness adventure program to daily life. Journal of Experiential Education, 27, 322-325.
34.
hooksb. (2003). Teaching community: A pedagogy of hope. New York, NY: Routledge.
35.
HornibrookT.BrinkertE.ParryD.SeimensR.MittenD.PriestS. (1997). The benefits and motivations of all-women outdoor programs. Journal of Experiential Education, 20, 152-158.
36.
JohnsonC. Y. (1998). A consideration of collective memory in African American attachment to wildland recreation places. Human Ecology Review, 5(1), 5-15.
37.
JordanD. (1990). Snips and snails and puppy dog tails—The use of gender-free language in experiential education. Journal of Experiential Education, 13(2), 45-49.
38.
LaisG. (2001). Accessible adventure: Leadership techniques that facilitate full participation by all. Taproot, 31, 3-10.
39.
LittleD. E. (2002). Women and adventure recreation: Reconstructing leisure constraints and adventure experiences to negotiate continuing participation. Journal of Leisure Research, 34, 157-177.
40.
LoefflerT. A. (1996). Leading the way: Strategies that enhance women’s involvement in experiential education careers. In WarrenK. (Ed.), Women’s voices in experiential education (pp. 94-103). Dubuque, IA: Kendall Hunt.
41.
LynchP. (2012). Critical research produces a robust knowledge base for adventure programming. In MartinB.WagstaffM. (Eds.), Controversial issues in adventure programming (pp. 309-315). Champaign, IL: Human Kinetics.
42.
MartinB.CashelC.WagstaffM.BreunigM. (2006). Outdoor leadership: Theory and practice. Champaign, IL: Human Kinetics.
43.
MartinD. C. (2004). Apartheid in the great outdoors: American advertising and the reproduction of a racialized outdoor leisure identity. Journal of Leisure Research, 36, 513-535.
44.
MatthewsB. (1994). Does outdoor and environmental education have a role in multicultural education?Pathways to Outdoor Communication, 4(1), 8-13.
45.
McClintockM. (1996). Lesbian baiting hurts all women. In WarrenK. (Ed.), Women’s voices in experiential education (pp. 241-250). Dubuque, IA: Kendall Hunt.
46.
McDonaldD.McAvoyL. (1997). Native Americans and leisure: State of research and future directions. Journal of Leisure Research, 29, 145-166.
47.
McLarenP. (2003). Life in schools: An introduction to critical pedagogy in the foundation of education. Boston, MA: Allyn & Bacon.
48.
MittenD. (1985). A philosophical basis for a women’s outdoor adventure program. Journal of Experiential Education, 8(2), 20-24.
49.
MittenD. (1989). Healthy expressions of diversity lead to positive group experiences. Journal of Experiential Education, 12(3), 17-22.
50.
MittenD. (2012). Transgender and gender-nonconforming participation in outdoor adventure programming: Let’s go mainstream. In MartinB.WagstaffM. (Eds.), Controversial issues in adventure programming (pp. 235-240). Champaign, IL: Human Kinetics.
51.
MittenD.WarrenK.LotzE.d’AmoreC. (2012). The hidden curriculum in adventure education: A Delphi study. In EwertA.TaniguchiS. (Eds.), Proceedings of the 2012 symposium on experiential education research (pp. 37-40). Madison, WI: AEE.
52.
MohaiP.PellowP.RobertsT. (2009). Environmental justice. Annual Review of Environment and Resources, 34, 405-430.
53.
NewberryL. (2003). Will any/body carry that canoe? A geography of the body, ability, and gender. Canadian Journal of Environmental Education, 8, 204-216.
54.
NoeF. P.SnowR. (1990). Hispanic cultural influence on environmental concern. The Journal of Environmental Education, 21(2), 27-34.
55.
OlesG. W. (1992). “Borrowing” activities from another culture: A Native American’s perspective. Journal of Experiential Education, 15(3), 20-22.
56.
ProudmanS. (1999). Urban adventure in 1989 and reflections 10 years after. In MilesJ. C.PriestS. (Eds.), Adventure programming (pp. 331-339). State College, PA: Venture Publishing.
57.
RasberryG. (1991). Learning to cross the street: A male perspective on feminist theory. Journal of Experiential Education, 14(3), 6-11.
58.
ReischM. (2010). Defining social justice in a socially unjust world. In BierkenmaierJ. M.CruceA.CurleyJ.BurkemperE.WilsonR. J.StretchJ. J. (Eds.), Educating for social justice: Transformative experiential learning (pp. 11-28). Chicago, IL: Lyceum Books.
59.
RobertsN. S. (1996). NAALA in experiential education: Beyond participation. Journal of Experiential Education, 19, 117-118.
60.
RobertsN. S. (2008). Use of public lands and open space for recreation: Connecting with diverse communities. In NewsomD.GentryB. (Eds.), Proceedings from the broadening the base through open space: Addressing demographic trends by saving land and serving people (pp. 93-105). Asilomar, CA: Yale Conservation Strategies Workshop.
61.
RobertsN. S. (2013). Mixed race or mixed up? Making progress and breaking down barriers. In DustinD.SchwabK. (Eds.), Just leisure: Addressing social and environmental justice in parks, recreation and tourism (pp. 27-34). Urbana, IL: Sagamore.
62.
RobertsN. S.ChitewereT. (2011). Speaking of justice: Exploring ethnic minority perspectives of the golden gate national recreation area. Environmental Practice, 13(4), 1-16.
63.
RobertsN. S.DroginE. B. (1993). The outdoor recreation experience: Factors affecting participation of African American women. Journal of Experiential Education, 16, 14-18.
64.
RobertsN. S.RodriguezD. R. (1999). Multicultural issues in outdoor education. Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools Appalachia Educational Laboratory. Ed 1.331/2:edo-rc-99-6.
65.
RodriguezD. A.RobertsN. S. (2005). Understanding the influence of gender and ethnicity on evaluations of outdoor leader effectiveness. World Leisure, 47(1), 32-44.
66.
RoseJ.PaisleyK. (2012). White privilege in experiential education: A critical reflection. Leisure Sciences, 34, 136-154.
67.
Running Grass. (1996). The four streams of multicultural environmental education. Race, Poverty, & the Environment, 2(3), 1-2.
68.
RussellC.SarickT.KennellyJ. (2003). Queering outdoor education. Pathways: The Ontario Journal of Outdoor Education, 15(1), 16-19.
69.
SchleienS. J.McAvoyL. H.LaisG. J.RyndersJ. E. (1993). Integrated outdoor education and adventure programming. Champaign, IL: Sagamore.
70.
SeamanJ.BeightolJ.ShirillaP.CrawfordB. (2010). Contact theory as a framework for experiential activities as diversity education: An exploratory study. Journal of Experiential Education, 32, 207-225.
71.
ShinewK. J.FloydM. F.McGuireF. A.NoeF. P. (1995). Gender, race, and subjective social class and their association with leisure preferences. Leisure Sciences, 17, 75-89.
72.
ShooterW.SibthorpJ.PaisleyK. (2009). Outdoor leadership skills: A program perspective. Journal of Experiential Education, 32, 1-13.
73.
SikorcinI. (2003). Exploring social class in outdoor environmental education. Pathways: The Ontario Journal of Outdoor Education, 15(1), 20-23.
74.
SugermanD. (1999). Programming adventure for older adults. In MilesJ. C.PriestS. (Eds.), Adventure programming (pp. 385-388). State College, PA: Venture Publishing.
75.
TaylorD. E. (1989). Blacks and the environment: Toward an explanation of the concern and action gap between blacks and whites. Environment and Behavior, 21, 175-205.
76.
TaylorD. E. (2002). Race, class, gender, and American environmentalism (USDA Forest Service, General Technical Report, PNW-GTR-534, p. 51). Portland, OR: U.S. Department of Agriculture, Forest Service, Pacific Northwest Research Station.
WarrenK. (1998). A call for race, gender, and class sensitive facilitation in outdoor experiential education. Journal of Experiential Education, 21, 21-25.
79.
WarrenK. (2002). Preparing the next generation: Social justice in outdoor leadership education and training. Journal of Experiential Education, 25, 231-238.
80.
WarrenK. (2005). A path worth taking: The development of social justice in outdoor experiential education. Equity & Excellence in Education, 38, 89-99.
81.
WarrenK. (2012). Paradigms of outdoor adventure and social justice. In MartinB.WagstaffM. (Eds.), Controversial issues in adventure programming (pp. 120-125). Champaign, IL: Human Kinetics.
82.
WarrenK.LoefflerT. A. (2006). Factors that influence women’s technical skill development in outdoor adventure. Journal of Adventure Education and Outdoor Learning, 6, 107-120.
83.
WashburneR. (1978). Black under-participation in wildland recreation: Alternative explanations. Leisure Sciences, 1, 175-189.
84.
WashingtonS. J.RobertsN. S. (1999). Adventure education for teaching cross-cultural competencies. In MilesJ. C.PriestS. (Eds.), Adventure programming (pp. 359-364). State College, PA: Venture Publishing.
85.
WhittingtonA.MackE. (2010). Inspiring courage in girls: An evaluation of practices and outcomes. Journal of Experiential Education, 33, 166-180.
86.
WilsonJ.LewisS. (2012). Transgender-specific programming: An oasis in the storm. In MartinB.WagstaffM. (Eds.), Controversial issues in adventure programming (pp. 229-234). Champaign, IL: Human Kinetics.
87.
WinterP. L.JeongW. C.GodbeyG. C. (2004). Outdoor recreation among Asian Americans: A case study of San Francisco bay area residents. Journal of Park and Recreation Administration, 22(3), 114-136.
88.
ZellerJ.DoyleR.SnodgrassK. (2006). Accessibility guidebook for outdoor recreation and trails. Missoula, MT: U.S. Department of Agriculture, Forest Service, Missoula Technology and Development Center.
