NotesFAQContact Us
Collection
Advanced
Search Tips
Showing all 12 results Save | Export
Peer reviewed Peer reviewed
Direct linkDirect link
Warren, Karen; Mitten, Denise; D'Amore, Chiara; Lotz, Erin – Journal of Experiential Education, 2019
Background: Critical examination by adventure educators in North American colleges and universities reveals that students receive messages about the nature of adventure education through both the intentional and hidden curriculum. Purpose: The study was designed to discover adventure education's hidden curriculum and its potential effect on women…
Descriptors: Gender Issues, Females, Hidden Curriculum, Adventure Education
Peer reviewed Peer reviewed
Direct linkDirect link
Warren, Karen; Roberts, Nina S.; Breunig, Mary; Alvarez, M. Antonio G. – Journal of Experiential Education, 2014
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…
Descriptors: Social Justice, Outdoor Education, Experiential Learning, Literature Reviews
Peer reviewed Peer reviewed
Warren, Karen – Journal of Experiential Education, 2002
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…
Descriptors: Adventure Education, Cultural Awareness, Educational Needs, Educational Strategies
Peer reviewed Peer reviewed
Warren, Karen; Loeffler, T. A. – Journal of Experiential Education, 2000
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…
Descriptors: Action Research, Change Strategies, Experiential Learning, Feminist Criticism
Peer reviewed Peer reviewed
Warren, Karen – Journal of Experiential Education, 1993
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…
Descriptors: Educational Environment, Elementary Secondary Education, Experiential Learning, Learning Experience
Peer reviewed Peer reviewed
Warren, Karen – Journal of Experiential Education, 1985
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)
Descriptors: Adventure Education, Experiential Learning, Females, Individual Development
Peer reviewed Peer reviewed
Warren, Karen – Journal of Experiential Education, 1998
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…
Descriptors: Class Activities, College Students, Consciousness Raising, Critical Thinking
Peer reviewed Peer reviewed
Warren, Karen – Journal of Experiential Education, 1997
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…
Descriptors: Equal Education, Experiential Learning, Females, Gender Issues
Peer reviewed Peer reviewed
Warren, Karen – Journal of Experiential Education, 1988
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…
Descriptors: Classroom Techniques, Experiential Learning, Higher Education, Nonauthoritarian Classes
Peer reviewed Peer reviewed
Warren, Karen – Journal of Experiential Education, 1998
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…
Descriptors: Cultural Awareness, Culturally Relevant Education, Equal Education, Experiential Learning
Peer reviewed Peer reviewed
Warren, Karen – Journal of Experiential Education, 1996
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…
Descriptors: Class Activities, Environmental Education, Experiential Learning, Field Experience Programs
Peer reviewed Peer reviewed
Warren, Karen; Rheingold, Alison – Journal of Experiential Education, 1993
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…
Descriptors: Educational Practices, Experiential Learning, Feminism, Power Structure