| dc.description.abstract | This study takes a critical approach to Outward Bound Canada's Giwaykiwin program
through a lens of decolonizing Indigenous education. The worldwide organization of
Outward Bound, and assumptions about the universal benefits of expeditionary adventure
education, are also critiqued. Former Outward Bound staff and students involved with the
Giwaykiwin program were engaged in a collaborative interview process. The study Was
also informed by the author's own experiences as an instructor with the program. Five
main themes and 6 key recommendations emerged. The main themes relate to program
design and philosophy, participants' experiences with cultural aspects of their courses,
diversity, cross-cultural relationships, the involvement of Elders, instructor training and
development, and participants' experiences with the collaborative research process. The
resulting recommendations include: recognizing the diversity of contemporary Aboriginal
youth, increasing Elders' and community members' involvement, recognizing the
complex cultural dynamics of Giwaykiwin courses, increasing Aboriginal instructor
development, and non-Aboriginal staff's cultural awareness training. Overall, the
findings of this study suggest that, in order to satisfy contemporary models of
decolonization, Outward Bound Canada's Giwaykiwin program should take a more
localized approach, grounding their courses philosophically and practically in the
traditions of the specific Aboriginal communities with whom they work. The significance
of this research is that it will give Outward Bound Canada insight into the design and
delivery of the Giwaykiwin program. It will also add to the limited body of literature in
this area and offer insight for other organizations considering a land-based approach to
working with Indigenous youth. | en_US |
