Turning Experiential Education and Critical Pedagogy Theory into Praxis‏

Key Series: Critical Pedagogy and Alternative Education

By Mary Breunig

The educational theories of experiential education and critical pedagogy intersect in a number of ways. One of the intended aims of both of these pedagogies is that the purpose of education should be to develop a more socially just world (Itin, 1999; Kincheloe, 2004). One of the key issues still facing experiential education theory and critical pedagogy is its implementation within the post-secondary classroom. There is a lack of congruence between the pedagogical theories that are espoused and the actual classroom practices that are employed. The purpose of this article is to explore some of the ways for experiential educators and critical pedagogues to begin engaging in a more purposeful classroom praxis that acts on the theoretical underpinnings of these pedagogies as one means to work toward their shared vision of a more socially just world.

*This article was originally published by the Journal of Experiential Education:
http://www.aee.org/conferences/intl
http://www.aee.org/publications/jee

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Mary Breunig

Mary Breunig is an Associate Professor at Brock University, Canada and President of the Association for Experiential Education. Her scholarship is aimed at bridging the theory/practice gap and is grounded in critical pedagogy and Freiran praxis; her teaching and research apply to trip guiding, environmental education policy, social justice pedagogy, experiential education, and friluftsliv. She continues to guide extended wilderness trips for the National Outdoor Leadership School and works as a researcher for Outward Bound Canada.

Latest posts by Mary Breunig (see all)

• Turning Experiential Education and Critical Pedagogy Theory into Praxis‏ - August 12, 2013