All providers of outdoor leadership training must cooperate in introducing race, gender, and class issues in their programs. Recommendations include using experiential methodologies, offering social justice training in all training venues, developing outdoor leadership texts that cover social justice topics, and making social justice training a…

To advance social justice research in the field of outdoor experiential education, we must recognize the truth-distorting role of social privilege in program management and delivery, staff training, and the experience of participants. We must diversify the researchers, settings, situations, and methodologies that are used in conducting social…

Classroom experiential-learning activities help college students understand the social-justice issues implicit in their service-learning projects and become culturally dexterous leaders. Classroom exercises described cover trust building, communication, consciousness of power and class issues, differentiating between social service and social…

Current philosophies of facilitation in experiential education can alienate women and minority groups. Identifies four "methods traps" that prevent a methods approach from achieving a more equitable education. Reexamines Kurt Hahn's philosophies of service and self-reliance in light of racial and cultural sensitivities. Includes suggestions for…

Reflects on the progress of gender issues in the field of experiential education and the Association for Experiential Education (AEE). Discusses AEE's Women in Experiential Education Professional Group, recent publications, the growing body of related research, need for articles written by men on gender issues, need for female leadership…

A college teacher describes how she teaches about environmental racism using simulations and investigative trips to communities of color. Discusses coping with paralyzing feelings such as despair that accompany learning about environmental racism; making linkages to related issues such as race, gender, and class; and giving students opportunities…

Women bring distinct needs to adventure experiences and a unique perspective that would be beneficial if incorporated in all facets of outdoor experiential education. By labeling myths that impede our realization of gender differences, we begin to ensure that outdoor adventure will be a positive, holistic experience for women. (JHZ)

Describes student-directed class model at Hampshire College, Massachusetts. Describes students' role as planning syllabus, regulating commitment, facilitating sessions, and evaluating course. Describes teacher's role as balancing intervention with non-involvement. Recommends model as way of integrating experiential learning into mainstream…

Examines philosophies, methods, and objectives shared by experiential education and feminist pedagogy. Focuses on the explicit analysis of power in the teacher-student relationship, the value of personal experience as a valid form of knowledge, and the goal of social justice. Recommends eight strategies to infuse a more feminist way of teaching…

Uses the metaphor of the experiential educator as midwife to illustrate the importance of creating a safe and nurturing educational environment. To accomplish this, teachers must manage logistics, guard the initial learning environment, serve as nurturer, establish relationships, acknowledge commonalities and differences, remain a learner, create…