B r e n , C hlo e a n d P ri n c e , H e a t h e r ( 2 0 1 9 ) Ex pl o ri n g t h e e x p e r i e n c e s of t r a n s a n d n o n-b i n a r y p a r ti ci p a n t s in r e si d e n ti al o u t d o o r p r o g r a m m e s . I n: E O E 2 0 1 9 C o nf e r e n c e : Div e r si ty a n d I n cl u si o n in O u t d o o r a n d Ex p e r i e n ti al L e a r n i n g , 2 5-2 7 S e p t e m b e r 2 0 1 9 , I n s ti t u t e of Te c h n olo gy, T r al e e , I r el a n d . (U n p u b lis h e d )
Do w n l o a d e d fr o m : h t t p ://i n si g h t . c u m b r i a . a c . u k /i d/ e p ri n t/ 5 1 2 4 /
U s a g e o f a n y i t e m s f r o m t h e U n i v e r s i t y o f C u m b r i a’ s i n s t i t u t i o n a l r e p o s i t o r y ‘I n s i g h t ’ m u s t c o n f o r m t o t h e f o l l o w i n g f a i r u s a g e g u i d e l i n e s .
Any it e m a n d it s a s s o ci a t e d m e t a d a t a h el d i n t h e U niv e r si ty of C u m b r i a ’s in s ti t u ti o n al r e p o si t o r y I n si g h t ( u nl e s s s t a t e d o t h e r wi s e o n t h e m e t a d a t a r e c o r d ) m a y b e c o pi e d , di s pl ay e d o r p e rf o r m e d , a n d s t o r e d i n li n e wi t h t h e JIS C f ai r d e a li n g g ui d eli n e s ( av ail a bl e h e r e) fo r e d u c a t i o n al a n d n o t-fo r-p r ofi t a c tiviti e s
p r o v i d e d t h a t
• t h e a u t h o r s , ti tl e a n d full bi blio g r a p h i c d e t ail s of t h e it e m a r e ci t e d cl e a rly w h e n a n y p a r t
of t h e w o r k is r ef e r r e d t o v e r b a lly o r i n t h e w ri t t e n fo r m
• a h y p e rli n k/ U RL t o t h e o ri gi n al I n si g h t r e c o r d of t h a t it e m is i n cl u d e d i n a n y ci t a ti o n s of t h e w o r k
• t h e c o n t e n t is n o t c h a n g e d i n a n y w a y
• all fil e s r e q ui r e d fo r u s a g e of t h e it e m a r e k e p t t o g e t h e r wi t h t h e m a i n it e m fil e.
Yo u m a y n o t
• s ell a n y p a r t of a n it e m
• r e f e r t o a n y p a r t of a n it e m wi t h o u t ci t a ti o n
• a m e n d a n y it e m o r c o n t e x t u ali s e it i n a w a y t h a t will i m p u g n t h e c r e a t o r ’s r e p u t a t i o n
• r e m ov e o r a l t e r t h e c o py ri g h t s t a t e m e n t o n a n it e m . T h e full p oli cy c a n b e fo u n d h e r e.
Exploring the experiences of
trans and non-binary
participants in residential
outdoor programmes: a look
at current practice
Chloe Bren and Heather Prince
Trans
Currently the most inclusive ‘umbrella term’ to describe a large pool of individuals whose gender is different from
their gender assigned at birth. This might include people who are transgender, transsexual, non-binary, gender fluid, agender, and many more.
Non-binary
An ‘umbrella term’ for someone who does not identify as male or female. Colloquially referred to as ‘enby’, or
‘nb’.
Cis/ Cisgender
Someone whose gender is the same as the gender they were assigned at birth. For example, if you had ‘MALE’
1) the current awareness, understanding, and confidence that is prevalent in outdoor practitioners
in relation to working with trans and non-binary participants
2) the frequency with which practitioners are privy to education and resources currently in this
area
3) specific instances when practitioners have worked with trans and/or non-binary participants
and extracting best practice
4) the extent to which current practitioners working in the UK require and/or desire specific
training in best practice
5) the experiences of trans and/or non-binary people who are participants and/or practitioners
‘Would you consider yourself to have a general
understanding of what it means when someone
Yes - people are people. Your gender does not affect your ability to learn or to
participate in outdoor activities.
Yes. I don't feel that gender fluidity confines or requires me as a practitioner to alter my
delivery of outdoor activities. It may have difficulties for residential, when concerned with
privacy policies and centres without gender fluid facilities.
Yes, I feel sexuality has no influence on the way I practice everyone is equal on my
courses and I would work with anyone no matter what gender.
Yes, they are just people. What gender people are is not a big deal to me. I treat people as
individuals my work had nothing to do with sexuality. So it's not an issue for me or at least so
far it hasn't been.
Sexual preferences don't matter as much as a competent operator/ instructor in the
Yes - my approach to working with young people requires me to have positive
unconditional regard - I believe I can be sensitive enough to work with individuals
presenting as trans/non binary. In the back ground due consideration will have been given
to sharing washing and sleeping arrangements and any other issues regarding age. [Under
or over 18]. Camping and huts also need more thought and attention as well as the
acceptance of the accompanying young people and staff.
Mostly- I treat people as people. Ideally I would've been informed by a member of staff. I
‘
Would you consider yourself to have a general
understanding of what it means when someone
“more common” (Richards,
Bouman and Barker, 2017, pp. 6)
“regarded as both ‘young’ and ‘difficult’” (Bergman and
Barker, 2017, pp. 37)
I feel confident. I do worry about gender fluidity in 10-14 year olds; sharing
bathrooms/bedrooms with other young members and dealing with parents views. I find
dealing with the individual not a problem.
No, this is because I do not know enough about transgender or non-binary individuals to
ensure I don’t say something offensive or do something that is considered offensive.
I think it would be hard to for me to do so because of the way I address participants in
general. As in if it were a female I would say "name" then love then again if it were a male I'd
say "name" lad and I would find it difficult to break a habit as not to offend people. Bad habit
by me don't do it.
I’ve heard some of the terms but I don’t really understand them.
Medium confidence, could be questions about changing rooms and I don't know what
Allin, L. (2000) ‘Women into Outdoor Education: Negotiating a Male-gendered Space - Issues of physicality’, in
Humberstone, B. (ed.) Her Outdoors: Risk, challenge and adventure in gendered open spaces. Eastbourne: Leisure
Studies Association, pp. 51–68.
Barnfield, D. and Humberstone, B. (2008) ‘Speaking out: perspectives of gay and lesbian practitioners in outdoor
education in the UK’, Journal of Adventure Education & Outdoor Learning, 8(1), pp. 31–42.
Mcdermott, L. (2004) ‘Exploring intersections of physicality and female-only canoeing experiences’, Leisure
Studies, 23(3), pp. 283–301.
Evans, K. (2014) ‘The context of successful navigation of gendered norms in outdoor adventure recreation: The
