(Re)Making Sense of Place in Outdoor Adventure Education

Abstract

Background: Research in outdoor adventure education (OAE) and related fields has argued that OAE programming can problematically reproduce dominant ways of being around patriarchy and whiteness. In particular, scholars have forwarded specific critiques of sense of place (SOP) in OAE or related fields. Purpose: This article investigated and critiqued SOP as a fundamental curricular concept and offered an anticolonial analytical tool for educators. The article posited that SOP is a key site of intervention for OAE educators and programs with anticolonial goals because of the historical, sociocultural, and economic foundations of SOP in OAE. Methodology/Approach: This study employed an anticolonial and antiracial capitalist theoretical framework and qualitative methods including thematic study of select literature on environmental conservation and colonialism, analysis of fundamentals of anticolonial pedagogical frameworks, and interview findings from mentor-partners in OAE and related fields. Findings/Conclusions: This study developed an anticolonial analytical tool to understand and interpret SOP in OAE through an anticolonial lens. Implications: The purpose of this tool is to assist practitioners and educators in the analysis of their own SOP pedagogy and practices and to encourage the development of SOP curricula toward anticolonial aims.