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dc.contributor.authorHamel, Erica
dc.date.accessioned2012-08-09T12:37:47Z
dc.date.available2012-08-09T12:37:47Z
dc.date.issued2012-08-09
dc.identifier.urihttp://hdl.handle.net/10464/4085
dc.description.abstractThis 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.en_US
dc.language.isoengen_US
dc.publisherBrock Universityen_US
dc.subjectsocial justiceen_US
dc.subjectwilderness programsen_US
dc.subjectoutdoor educationen_US
dc.subjectfood stressen_US
dc.subjectconflicten_US
dc.titleWild Civility: Cultivating the Foundations of Social Justice through Participation in a Wilderness Programen_US
dc.typeElectronic Thesis or Dissertationen_US
dc.degree.nameM.A. Applied Health Sciencesen_US
dc.degree.levelMastersen_US
dc.contributor.departmentApplied Health Sciences Programen_US
dc.degree.disciplineFaculty of Applied Health Sciencesen_US
refterms.dateFOA2021-08-08T02:15:04Z


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