Decolonizing Outdoor Education: Toward Fostering an Embodied,Relational Learning Practice

Abstract

Background: Outdoor education in North America remains complicit in perpetuating settler-colonialism. Purpose: This paper uses a relational literature review methodology to explore how settler outdoor educators come to understand and (un)learn about colonialism. Method: Using relational literature review ( Tynan & Bishop, 2023) and Root’s (2010) model of settler learning stages: priming, unconscious and conscious, we explore examples of each learning stage. Findings: Finally, we suggest that a fourth stage is warranted to describe ways in which settler practitioners are embodying learnings from Root’s three stages. Implications: Practicing collective embodiment in cross-cultural settings presents an opportunity to shift outdoor education culture towards land mediated, transformative and emergent learning outcomes.