This thesis explores the prevalence of social justice and injustice within the U.S. adventure education field by utilizing mixed methods research. By conducting a survey and follow-up interviews with self-selected participants from the list-serves of the Association for Challenge Course Technology, the Association for Outdoor Recreation Education, and the Association for Experiential Education, this study also seeks to identify the strengths and weaknesses of practitioners’ abilities to integrate social justice into daily operations. Results indicated that while most participants had received some form of training for social justice, there is a need for greater ongoing training; more racial and socio-economic diversity among adventure education practitioners; increased cultural competency; and, a desire for social justice to become integrated into the organizational cultures of adventure programs.
Keywords: Adventure Education, Social Justice, Cultural Competency, Organizational Culture
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|Commitee:||Ustin, Arlene, Warren, Karen|
|School Location:||United States -- Arizona|
|Source:||MAI 48/05M, Masters Abstracts International|
|Subjects:||Teacher education, Social studies education, Curriculum development|
|Keywords:||Adventure education, Cultural competency, Organizational culture, Privilege, Social justice, Training|
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