Gender issues in outdoor and environmental education

Gender equity, inclusion, and social justice remain elusive and ubiquitous issues. Education is a potent vehicle for influencing knowledge, attitudes, beliefs, values, and behaviors. As a consequence, preservice students and educators have a vital role to play in teaching gender equity. Investigating gender issues has proven to be a catalyst for raising critical consciousness and awareness as a teacher/educator. Aspiring toward gender equity and social justice for all genders and sexualities would elevate a common goal of making the world a more inclusive and just society. Contemporary movements such as #WeCan, #MeToo, and #CelebratingWomen have heightened awareness of the criticality of equity, inclusivity, equality, and justice. Catchphrases such as “leaning in,” “exposing unconscious bias,” and “repairing the leaky pipeline” have become part of mainstream rhetoric. The firmly entrenched notion of a binary in terms of gender analysis and discussion has been deconstructed to allow more fluidity and reflect current political shifts. Long-accepted terminology such as “male” or “female” is now highly contested. Contemporary educators are beholden to becoming cognizant of the dynamic and evolving field of gender education and the use of appropriate terminology (Killermann 2012). The same awakening has been recently witnessed by teacher educators, researchers, and professionals in the field of Outdoor Education, which includes Outdoor Environmental Education and Outdoor Adventure Education. However, we are mindful that progressive and transformative change by individuals and organizations toward gender equality and the advancement of social justice requires courage, vulnerability, receptive listening, ethical practice, and – most importantly – action beyond a talkfest