title: Understanding Female Secondary School Students' Experiences of Outdoor Education in Aotearoa New Zealand

authors: Watson, Sophie Rebecca Charlton

subjects: Outdoor Education

abstract: Despite ongoing developments to outdoor philosophy and practice, outdoor education continues to be a highly gendered space. More specifically, the notion that the outdoors is a masculine environment, requiring and reproducing qualities traditionally associated with being male, has meant many girls and women have struggled to find acceptance and validity in their outdoor experiences. A combination of gender socialisation, and inaccurate and biased portrayals of outdoor education and adventurers in Aotearoa New Zealand, have ensured many female participants feel out of place in the outdoors. While there  has been an increase in the number of studies examining women’s participation in outdoor recreation and education, the experiences of young women in school-based outdoor education programmes remains largely unknown.

This qualitative research is centred around the experiences of adolescent girls in secondary school outdoor education programmes. More specifically, this study considers young women’s motivation for participating in outdoor education, the meanings they draw from their experiences, and the aspects of outdoor education that support and hinder their engagement in the outdoors. Focus groups, individual interviews, and participant observations were conducted with ten female senior students from three secondary schools in the South Island of Aotearoa New Zealand. A feminist phenomenological methodology was applied to this study, which enabled a critical and reflective analysis of the girls’ experiences to occur. In accordance with the feminist aims of this research, which seeks to challenge the gender inequalities that exist in outdoor education, suggestions to theory and practice are made. 

The findings of this research highlight the subjective and complex meanings girls assign to their participation, and the varied ways in which their school-based outdoor education programmes both support and challenge their involvement.  Through their experiences, the young women had the opportunity to form meaningful relationships with their peers, teachers and the environment, and in doing so, many developed a deeper sense of self. The majority of the young women in this study felt supported in their programme and  saw the outdoors as a gender-inclusive space. However, while heartening, the findings of this study suggest girls continue to face ongoing challenges to their engagement, particularly surrounding the perception and practice of  gender in the outdoors.

text: Understanding Female Secondary School Students' Experiences of Outdoor Education in Aotearoa New Zealand Despite ongoing developments to outdoor philosophy and practice, outdoor education continues to be a highly gendered space. More specifically, the notion that the outdoors is a masculine environment, requiring and reproducing qualities traditionally associated with being male, has meant many girls and women have struggled to find acceptance and validity in their outdoor experiences. A combination of gender socialisation, and inaccurate and biased portrayals of outdoor education and adventurers in Aotearoa New Zealand, have ensured many female participants feel out of place in the outdoors. While there  has been an increase in the number of studies examining women’s participation in outdoor recreation and education, the experiences of young women in school-based outdoor education programmes remains largely unknown.

This qualitative research is centred around the experiences of adolescent girls in secondary school outdoor education programmes. More specifically, this study considers young women’s motivation for participating in outdoor education, the meanings they draw from their experiences, and the aspects of outdoor education that support and hinder their engagement in the outdoors. Focus groups, individual interviews, and participant observations were conducted with ten female senior students from three secondary schools in the South Island of Aotearoa New Zealand. A feminist phenomenological methodology was applied to this study, which enabled a critical and reflective analysis of the girls’ experiences to occur. In accordance with the feminist aims of this research, which seeks to challenge the gender inequalities that exist in outdoor education, suggestions to theory and practice are made. 

The findings of this research highlight the subjective and complex meanings girls assign to their participation, and the varied ways in which their school-based outdoor education programmes both support and challenge their involvement.  Through their experiences, the young women had the opportunity to form meaningful relationships with their peers, teachers and the environment, and in doing so, many developed a deeper sense of self. The majority of the young women in this study felt supported in their programme and  saw the outdoors as a gender-inclusive space. However, while heartening, the findings of this study suggest girls continue to face ongoing challenges to their engagement, particularly surrounding the perception and practice of  gender in the outdoors.

year: 2016

title: A robust semantics hides fewer errors

authors: Reeves, Steve

subjects: computer science

abstract: In this paper we explore how formal models are interpreted and to what degree meaning is captured in the formal semantics and to what degree it remains in the informal interpretation of the semantics. By applying a robust approach to the definition of refinement and semantics, favoured by the event-based community, to state-based theory we are able to move some aspects from the informal interpretation into the formal semantics.

text: A robust semantics hides fewer errors In this paper we explore how formal models are interpreted and to what degree meaning is captured in the formal semantics and to what degree it remains in the informal interpretation of the semantics. By applying a robust approach to the definition of refinement and semantics, favoured by the event-based community, to state-based theory we are able to move some aspects from the informal interpretation into the formal semantics.

year: 2009

title: “We wanted to see if you were the real deal”: Teaching as a cultural practice in a challenging environment

authors: Lemon, Katrina Suezanne

abstract: Teaching can be viewed as a cultural practice in which teaching is embedded in the culture of the teacher and informed by the culture of the students (Bell, 2011). In this paper, a narrative is presented detailing an authentic example of teaching in New Zealand in which culture is prioritised. It describes the challenges faced by a young female teacher as she worked in a low decile secondary school with male students, the majority of whom were involved in the Mongrel Mob[1] gang. Her approach and responses were centred in her belief in culturally responsive teaching. The deliberate actions of the teacher led to a turning point for the students, allowing their mana to remain intact as she acknowledged their identity, language and culture. This teacher’s experience provides an example of how a teacher can enable learners in diverse classrooms to succeed in their learning.

text: “We wanted to see if you were the real deal”: Teaching as a cultural practice in a challenging environment Teaching can be viewed as a cultural practice in which teaching is embedded in the culture of the teacher and informed by the culture of the students (Bell, 2011). In this paper, a narrative is presented detailing an authentic example of teaching in New Zealand in which culture is prioritised. It describes the challenges faced by a young female teacher as she worked in a low decile secondary school with male students, the majority of whom were involved in the Mongrel Mob[1] gang. Her approach and responses were centred in her belief in culturally responsive teaching. The deliberate actions of the teacher led to a turning point for the students, allowing their mana to remain intact as she acknowledged their identity, language and culture. This teacher’s experience provides an example of how a teacher can enable learners in diverse classrooms to succeed in their learning.

year: 2017