ABSTRACT
This chapter contextualizes the need for the culturally responsive experiential education (CREE) model in higher education based on the current trends, practices, and limitations in the experiential education (EE) literature. First, this chapter provides an overview of the literature informing the CREE model by providing a brief historical overview of EE; explaining the connections to critical pedagogy; defining and critiquing service learning and critical service learning; and explaining how CREE functions as a new trail extending from critical service learning. In response to a gap in the literature, the CREE model is developed through connections to a variety of research methodologies. The chapter then provides an overview of Indigenous research methodologies, culturally responsive methodologies, and arts-based research. Each of these decolonizing methodologies centers on relationally connected, humanized, anti-colonial research practices that have the power and potential to transform EE through the CREE model. The chapter concludes by highlighting that together, the EE literature and principles from decolonizing research methodologies lay the foundation for the CREE framework.
