Curating culturally responsive field trips: toward continuous and transformative experiential learning.
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| Title: | Curating culturally responsive field trips: toward continuous and transformative experiential learning. |
|---|---|
| Authors: | Fish, Leigh Ann1 (AUTHOR) leighann.fish@maine.edu |
| Source: | Social Studies Research & Practice (Emerald Publishing). 2026, Vol. 21 Issue 1, p14-25. 12p. |
| Subject Terms: | *Culturally relevant education, *School field trips, *Multicultural education, *Compulsory education, *Teacher collaboration, *Experiential learning, *Transformative learning, Immersive design |
| Abstract: | Purpose: This paper argues for greater intentionality in the design of field trips within K-12 education, particularly in urging attention to cultural responsiveness and anti-bias curriculum. Such experiences deepen student learning, support and affirm identity, and promote empathy. Design/methodology/approach: Drawing from experiential learning theory and anti-bias education, the paper focuses on the critical field trip phases of preparation and reflection. Further introduced are strategies to mediate field trips themselves, focusing on inclusive curriculum design, teacher-site collaboration and alternative technologies, such as virtual exchanges. Findings: The paper concludes that culturally responsive field trips can shift from isolated enrichment activities to transformative educational experiences that improve academic outcomes and foster lifelong critical thinking habits. Such experiences are most effective when motivated by sustained engagement. Research limitations/implications: The paper integrates a wide body of research; empirical findings are not otherwise presented. However, the paper identifies future research directions, from teacher preparation to the long-term impacts of experiential learning on student development. Practical implications: Models discussed here may be readily implemented by educators, particularly around anti-bias standards. Practical recommendations range from partnering more closely with inclusive institutions to developing pre- and post-visit activities. The paper also expands on alternative field trip models, including virtual (global) and hyperlocal experiences. Originality/value: Collaborative commitments between social studies teachers and site-based staff can lead to a transformative – and more continuous – experience. [ABSTRACT FROM AUTHOR] |
| Copyright of Social Studies Research & Practice (Emerald Publishing) is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 193813082 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Curating culturally responsive field trips: toward continuous and transformative experiential learning. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Fish%2C+Leigh+Ann%22">Fish, Leigh Ann</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> leighann.fish@maine.edu</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Social+Studies+Research+%26+Practice+%28Emerald+Publishing%29%22">Social Studies Research & Practice (Emerald Publishing)</searchLink>. 2026, Vol. 21 Issue 1, p14-25. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22School+field+trips%22">School field trips</searchLink><br />*<searchLink fieldCode="DE" term="%22Multicultural+education%22">Multicultural education</searchLink><br />*<searchLink fieldCode="DE" term="%22Compulsory+education%22">Compulsory education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+collaboration%22">Teacher collaboration</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Transformative+learning%22">Transformative learning</searchLink><br /><searchLink fieldCode="DE" term="%22Immersive+design%22">Immersive design</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Purpose: This paper argues for greater intentionality in the design of field trips within K-12 education, particularly in urging attention to cultural responsiveness and anti-bias curriculum. Such experiences deepen student learning, support and affirm identity, and promote empathy. Design/methodology/approach: Drawing from experiential learning theory and anti-bias education, the paper focuses on the critical field trip phases of preparation and reflection. Further introduced are strategies to mediate field trips themselves, focusing on inclusive curriculum design, teacher-site collaboration and alternative technologies, such as virtual exchanges. Findings: The paper concludes that culturally responsive field trips can shift from isolated enrichment activities to transformative educational experiences that improve academic outcomes and foster lifelong critical thinking habits. Such experiences are most effective when motivated by sustained engagement. Research limitations/implications: The paper integrates a wide body of research; empirical findings are not otherwise presented. However, the paper identifies future research directions, from teacher preparation to the long-term impacts of experiential learning on student development. Practical implications: Models discussed here may be readily implemented by educators, particularly around anti-bias standards. Practical recommendations range from partnering more closely with inclusive institutions to developing pre- and post-visit activities. The paper also expands on alternative field trip models, including virtual (global) and hyperlocal experiences. Originality/value: Collaborative commitments between social studies teachers and site-based staff can lead to a transformative – and more continuous – experience. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Social Studies Research & Practice (Emerald Publishing) is the property of Emerald Publishing Limited and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=193813082 |
| RecordInfo | BibRecord: BibEntity: Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 14 Subjects: – SubjectFull: Culturally relevant education Type: general – SubjectFull: School field trips Type: general – SubjectFull: Multicultural education Type: general – SubjectFull: Compulsory education Type: general – SubjectFull: Teacher collaboration Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Transformative learning Type: general – SubjectFull: Immersive design Type: general Titles: – TitleFull: Curating culturally responsive field trips: toward continuous and transformative experiential learning. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Fish, Leigh Ann IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2026 Type: published Y: 2026 Identifiers: – Type: issn-print Value: 19335415 Numbering: – Type: volume Value: 21 – Type: issue Value: 1 Titles: – TitleFull: Social Studies Research & Practice (Emerald Publishing) Type: main |
| ResultId | 1 |
