Epsilon Archive for Student Projects

Abstract

Inequality and environmental degradation are deeply intertwined, severe problems of our time. While taking steps to address these problems, structural changes on different levels include changes of social constructions of privilege and oppression, of marginalized groups, and non-human life. Empowering outdoor educational programs are one way to take steps towards equality by using natural environments for educational goals, while simultaneously challenging those social constructions.

Building on the academic literature and theories on structural inequality, the debate around ‘nature’ and outdoor science education, this thesis aims to explore the role of ‘nature’ in the outdoor science education program Girls* on Ice. This program aims to empower young women through outdoor exploration, arts, and science.

Empirically, this thesis draws on interviews with eight people who are involved in the program. Two of them have been founding a branch of the Girls* on Ice Program, while the other six have been joining the program as participants. Through the use of inductive thematic analysis, the findings show that ‘nature’ in the program acts as a dynamic, active frame. It serves simultaneously as a setting, subject of consideration, and entity to relate to. Those aspects, in combination with a strongly supportive social environment, lead to an intensified and cared-for emotional connection to nature, empowerment in different dimensions, the consideration of career choices in male-dominated areas, and the formation of a supportive social network.

Overall, this study contributes to a better understanding of how ‘nature’ could contribute to the process of societal change towards equality and sustainability. For this reason, incorporating immersive nature experiences into education may represent an essential step towards reducing systemic barriers in science and outdoor exploration, and therefore, also, towards a more sustainable society.