Beings Who Are Becoming: Enhancing Social Justice Literacy

Abstract

Background: The Association for Experiential Education identifies social justice as one of its core values. One recent state of knowledge paper explored the confluence of outdoor experiential education and social justice. Social justice theory embraces the idea that social identities do not exist independently. Rather, race, class, sexuality, skin color, and gender (among other identities) exist in intersectionality. Purpose: This article adopts an intersectional approach to review relevant literature and to provide narrative illustrations that offer insights into the concept of social justice literacy. Methodology/Approach: The article is conceptual and adopts an intersectional approach, highlighting relevant literature, theories, and narratives. Findings/Conclusions: The article illuminates prevalent issues and offers practical insights for facilitators and educators on how to enhance social justice literacy and praxes. Implications: The article provides opportunities for outdoor experiential educators to better understand their own privilege and to develop new understandings and actionable behaviors.