What's new

The study explored how status processes within an educational expedition group, which the authors call the 'relational status game', shape inclusion and exclusion. Drawing on ethnographic data and a Bourdieusian sociological framework, the authors examined how group members used relationships and social interactions to keep or improve their status. They identified six relational strategies that led to either social exclusion or social inclusion.

Why it matters in Aotearoa

Multi-day camps and expeditions are a core part of EOTC in Aotearoa, and a sense of belonging shapes what students gain from them. This study gives leaders a way to notice the status dynamics that can leave some students on the outer.

Putting it into practice

Before and during an expedition, instructors can openly discuss group status dynamics with students so the group becomes more aware of how its interactions include or exclude people.

How strong is the evidence

This is a qualitative ethnographic study of one expedition group. It offers rich insight, but the findings may not generalise to other groups or settings.

What to read

The section describing the six relational strategies and the implications for outdoor educators.

Who it's for