Controversial issues in adventure programming

Abstract

Controversial Issues in Adventure Programming (Martin & Wagstaff, 2012) a Human Kinetics publication follows on from the previously published text Controversial Issues in Adventure Education: A Critical Examination (Martin & Wagstaff, 2012) a Human Kinetics text presents a new collection of controversial issues in relation to adventure programming with minimal overlap between the issues across both texts. The editors are both from North America and the text focuses on the climate of Adventure Programming in North America. Taking into consideration the current global climate and changes over time to adventure programming since the previous text was published, this text aims to fill the "need for a contemporary account" (Martin & Wagstaff, 2012, p. v) of enduring issues as well as engagement with contemporary and emerging issues. The issues presented are intended to address the "theoretical foundations of the discipline" (p. v) and provide an opportunity to "reassess the underlying assumptions on which the practice of adventure programming is based" (p. v). The intended purpose of this text is to support class discussions at the college and tertiary level whether online, on-campus or in the field. It aims to encourage students to critically explore a range of issues and to support their engagement in the co-construction of meaning in adventure programming. Presentation of Text The structure and presentation of the issues is similar to Wurdinger and Potter's (1999) text resulting in a sense of familiarity making it easy to pick up and use. The book is divided into two main sections: enduring issues, and contemporary and emerging issues. Each section comprises 10 issues. They are arranged in individual chapters which begin with a brief introduction, followed by the presentation of two opposing points of view (yes and no) from a range of authors. The Controversial Issues The text covers a broad range of enduring issues. These are risk, challenge by choice, transfer of learning, outdoor leadership certification, accreditation of programs, motorised pursuits, inclusion (in relation to disability and ethnicity), health and wellbeing as well as technology. The contemporary and emerging issues comprise of extreme sports, access to permits, wilderness first aid certification, to accompany or not to accompany, social justice, leave no trace, education policy reform, decision making models, online programming and forms of research. What is, and is not, considered contemporary and/or enduring in this text could be argued however given this, the text provides a range of issues often up for discussion in Adventure Programming and Outdoor Education. The issues of risk and online learning are discussed to give a flavour of the content. Controversial Issue 1: Do the benefits of adventure programming outweigh the risks? This chapter attends to the debate around the use of physical and emotional risk as an educational tool with the potential to create positive change in individuals and groups. Blenkinsop and Beeman present an argument for risk--The benefits of adventure programming outweigh the risks, and Brown presents an argument against--Freeing ourselves from narrow thinking about risk in adventure programming. Blenkinsop and Beeman provide a range of reasons for including risk in adventure programming. They outline benefits they consider unachievable without risk and provide a compelling and thought provoking argument around the process of "becoming" human (p. 8). In contrast, Brown indicates that there are other ways of achieving the same outcomes in adventure programming without risk and that there exists a need for a paradigm shift. I found the definition of risk he provides does not give recognition to the potential to gain from risk. In conclusion he states that there is a need for learning that is responsive to local conditions and cultural traditions" (p.14) which took me back to the points put forward by Blenkinsop and Beeman around "becoming" human. …