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Selective Hearing Recognising the contribution of women to the outdoor profession Tonia Gray, Sandy Allen-Craig & Cathryn Carpenter

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Page 1: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Selective HearingRecognising the contribution of

women to the outdoor profession Tonia Gray, Sandy Allen-Craig & Cathryn Carpenter

Page 2: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Tim Low

If you want to change society, then you have to tell an

alternate story - Ivan Illyich

Page 3: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

IntroductionA critical examination of the role, place and often invisible contribution of women in the outdoor learning environments (OLEs).

Page 4: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

AimTo explore how the outdoor profession may move forward positively in this space with a focus on how we address existing blind spots to recognition and barriers which females may currently experience in the field.

Page 5: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

We would like to identify constructive ways to recognize and celebrate

women's contribution to the outdoor learning environment

Page 6: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

The Through line…

Page 7: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

BACKGROUND

• How this workshop and paper came about?• Denise Mitten’s story – AEE in1985 • UWS inaugural women’s group (2014)

Page 8: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Sandy Allen-Craig: ACU lecturer and ALTC award winner: For the past 30 years, Sandy has demonstrated outstanding dedication to the development of outdoor education.

She is the National Coordinator for Outdoor Leadership and brings a depth of knowledge in risk management procedures and policy guidelines.

Page 9: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Cathryn Carpenter: Outdoor educator and curriculum developer in tertiary and secondary institutions for over 30 years.

Honorary member and co-convenor of International Adventure Therapy Conference – Expanding the Circles – Sydney 2018

Cathryn is a Senior Lecturer at Victoria University and brings a wealth of expertise and credibility to the field.

Page 10: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Tonia Gray: Senior Researcher in the Centre for Educational Research at Western Sydney University. With over 30 years in OE at the Secondary and Tertiary level, Tonia’s PhD examined the longitudinal impact of OE on adolescents. In the 80s she was the first female to teach ‘Wilderness Studies’ as a fully endorsed BoS School Certificate (High School) course.With an MA in Community Health, her current research explores human-nature relationships and the impact on well-being.

Page 11: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

The Professional Landscape

•  A male dominated narrative prevails within the profession

•  INTENT: To serve as a starting point for critical analysis and discourse about the status and visibility of women OLEs.

Photo credit Julie Fletcher

Page 12: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

There is an under-representation of women cited in research and practice within outdoor learning

environments, yet they represent half the outdoor learning

population.

(Avery, Norton & Tucker, 2017)

Page 13: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Page 14: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)
Page 15: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

LIBERATION, EMPOWERMENT, EQUALITY•  Gray and Birrell (2015):

“(the outdoors) is not exclusively a male domain; it has been the impetus for pioneering women to start expedition companies; travel through untrammelled regions, and push against socially imposed limits. … women can redefine themselves in terms of their capabilities and strengths, gain an awareness of cultural immersion, boost their self-esteem and develop life-long passion for travelling in adventurous settings” (p. 207).

Page 16: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

“Being a woman in the outdoor learning profession can bring distinctive challenges and lead to facing peculiar roadblocks…

Even more demanding is sustaining a flourishing life-long career into a woman’s

50s or 60s.” (Wright & Gray, 2012, p. 12).Photo credit Greg Fisher

Page 17: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Collective experiences of many women in outdoor education suggest that at times they

feel: MARGINALISED & UNDERVALUEDAPPLY THE BECHDEL TEST TO OE

Photo credit Julie Fletcher

Page 18: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Methodology 1

An analysis of gender breakdown and areas of expertise of keynote speakers

over the last 30 years.

Photo credit Mary Preece

Page 19: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Results and Discussion

Preliminary mapping of keynote presentations at

State & National OE conferences.

Photo credit Mary Preece

Page 20: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Results & Discussion – Methodology 1

Gender     Na)onal  (6)   State  (26)  Male     21   61  

Female     5      (4  non  OE)   19    (8  non  OE)    

%  Females     23%   31%  

%  OE  females   .047%   18%  

Page 21: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Methodology 2:

Member Checking in Qualitative Inquiry

Page 22: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Methodology 2: ‘Fishbowl Activity’

Page 23: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Complex and Convoluted

Three emergent themes were identified in the narratives:

Photo credit Mary Preece

Page 24: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

1) Complicit ‘inertia’ stemming from feminist fatigue over the years.

2) Resignation and rationalisation;

3) Fear of raising the ‘F’ word - scrutinized.

Page 25: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

•  ”It grieves me that it is women who appear to be the ones [expected] to bring gender to the table still, despite it being a professional concern of us all ; and that we 'beat ourselves up' so to speak when we don’t, and for our apparent complicity when we ‘choose' to stay silent.”

Page 26: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

LAMBASTIC CONUNDRUM‘Damned if we do – Damned if we don’t.’

“I let the workshop wash over me, wondering if a female would say anything, or indeed, be

acknowledged by the presenters as having contributed to critical and transformative methodologies in outdoor education research… but it appears we aren’t on the

(male) radar as significant contributors.”

Page 27: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

 I spent time listening, trying to ascertain if there was

a way in for me from my experience, my

worldview etc.… overall it wasn't an 'easy' space.

Page 28: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

•  I was disappointed that there was many very experienced women present but none (including myself) stepped forward.

•  I did feel intimidated and asked myself, ‘Do I have anything significant to contribute?’

•  Perhaps I needed time to reflect and consider what I might like to contribute?

Photo credit Mary Preece

Page 29: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

I felt I would be RIDICULED if I had the courage to speak up… would I be labelled a ‘precious petal‘ or ‘butch lesbian‘ or some other derogatory term.

Men think… ‘What’s your problem?

SUCK IT UP PRINCESS.’

Photo credit Cathryn Carpenter

Page 30: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Positives? Impetus for International Handbook of

Women in Outdoor Learning Environments (2017).

ORCHESTRATE CHANGE - Forged stronger bonds among us and provided an

opportunity for women to have a sense of belonging and collective voice.

Photo credit Cathryn Carpenter

Page 31: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

“I am finding that thinking about and reengaging with feminist literature through working on the chapter has reinvigorated me and my thinking about what feminisms mean to my

teaching and research.”

Photo credit Tonia Gray

Page 32: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

•  Achievable though resolute solidarity.

•  Celebrate the role, place and contribution of women in our profession?

•  Address existing ‘blind spots’ and recognise the barriers that we currently experience in the field?

•  Newfound advice from Liz Gilbert …

Photo credit Tonia Gray

Page 33: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Methodology 3 •  An analysis of the emergent themes offers

insights about professional and personal footprints in the industry with regards to gender invisibility, blind-spots and complicit inertia.

Photo credit Julie Fletcher

Photo credit Julie Fletcher

Page 34: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Results & Discussion: Methodology 3

•  The silent voice of women in - who is responsible?

•  Female ways of being in the outdoors

•  Strength, numbers and longevity in the field.

Photo credit Mary Preece

Page 35: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

3. FEMALE WAYS OF BEING: A DIFFERENT WAY OF CONNECTING

AND INTERACTING IN OE.

“I was more interested in a different way of being in the bush than had

been modelled to me and what was being modelled through the field.”

Photo credit Tonia Gray

Page 36: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

“changing the relationship from something of domination and heroic

motives, and conquering to just being...”

“… being in the outdoors and learning in the outdoors can be vastly expanded,

and I think maybe that’s what one of the things we’ve got to offer as women.”

Photo credit Tonia Gray

Page 37: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

“I wonder if our strength is also our weakness?”

“…creative leadership and vulnerability and where does that plays a role?”

“…if we can accept that feminine

vulnerability as actually a power and not as a weakness”Photo credit Greg Fisher

Page 38: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

“it’s vital that we identify… our own [women’s] learnings,

what we’ve tended to move towards that will be automatically reflecting us

as women, in the outdoors.”

\Photo credit Julie Fletcher

Page 39: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Litmus Test

“it’s honouring, and it’s valuing the women’s experience and the women’s voice.”

Page 40: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)
Page 41: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Questions or Comments?

Photo credit Tonia Gray

Page 42: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

Thank you

Photo credit Fiona Cameron

Page 43: Selective Hearing - Outdoor Education Australia · The Palgrave International Handbook of Women and Outdoor Learning. Palgrave Macmillan London. • Allin, L. & Humberstone, B. (2006)

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