ABSTRACT
This chapter explores learning and leadership in non-formal educational environments with a focus on outdoor experiential education (OEE) and social justice competency, encouraging outdoor leaders to go beyond educating for tolerance, engaging in more than just leadership. It argues that social justice competency provides a more expansive view than cultural competency and this term will be employed in exploring its application in non-formal educational settings. Non-formal education embeds learning content in activities across an array of settings, providing wide latitude for self-direction and interpretation on the part of learners. Classroom-based educational environments compared with non-formal OEE organisations and activities are important. Much of the social justice literature related to traditional, classroom-based settings maintains a focus on democratic citizenship, resonant with J. Dewey's progressive ideals emphasising education as the means to a just citizenry. Non-formal educational settings and activities are complex, varied and require consideration of: mission/vision, goals, structures, leadership, physical environment, norms establishment, and group equipment.
