ABSTRACT
Based on questions generated from the literature identified in Chapter 1, this chapter introduces and broadly conceptualizes the four layers of the culturally responsive experiential education (CREE) framework, including future-oriented visions, conscious embodied pedagogies, purposive design, and inventive methods. Each layer offers specific questions for instructors to consider in preparation for replication of the model in each unique context. Additionally, assessment in the CREE model is discussed. This chapter then examines instructors’ personal decolonization journeys and student decolonization journeys in relationship to the important role instructors can play as allies to student decolonization journeys. This chapter then discusses instructor responsibilities during the experiential education (EE) program and concludes with an examination of the tensions within the CREE model.
