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    Wild Civility: Cultivating the Foundations of Social Justice through Participation in a Wilderness Program

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    Author
    Hamel, Erica
    Keyword
    social justice
    wilderness programs
    outdoor education
    food stress
    conflict
    
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    URI
    http://hdl.handle.net/10464/4085
    Abstract
    This heuristic inquiry examined if the foundations of social justice knowledge and beliefs were developed as a result of participation in a wilderness program and what knowledge and beliefs were developed. There were six participants in this study. Data collection involved participants completing pre- and post- program interviews and daily journals during the program. Through inductive analysis six themes emerged. Three of these were related to the development of certain foundations of social justice: (a) experienced conflict development and resolution; (b) experienced relationship change and development; and (c) shift from “me” to “we” mentality. The remaining three themes were included as additional findings: (a) experienced personal change and development; (b) identification of specific factors of the program responsible for changes; and (c) bringing learning back to everyday life. Results highlight wilderness program impacts on participants’ social justice knowledges and beliefs and inform wilderness program providers and social justice educators.
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