Inclusion and Social Justice in Outdoor Education

Introduction

Issues of inclusion and social justice in outdoor and environmental education (OEE) mirror the struggles in larger society to embrace equity in a world where historical, structural, and institutional forces impede equal access and opportunity. The early history of outdoor education as a white, male, class-privileged domain still influences the administration and practice of outdoor and environmental education programs and classroom teaching. A single and monolithic world view of the theory and practice of OEE has emerged and persists from these narratives of power and privilege. This paradigmatic view too often fails to include the participation and voices of marginalized people and communities. For example, while women and people of color are making inroads in outdoor program participation, gaining increased entry into mid-level employment, and exercising some influence over educational policy, the major decision-making power and high-level administration positions in...