Rethinking outdoor education leadership spaces : using catching features, hand rails, and bearings to help amplify lesser heard voices in the broad landscape of outdoor learning

![CDATA[Recent lively dialogue among women in the outdoor education profession has led to the realization that more care and attention is needed to ensure that this profession receives the benefits of diverse voices and standpoints (Gray and Mitten, 2018). These mostly ‘peripheral’ or unheard voices are needed in research and practice. We intend to elucidate the societal privileges, unconscious entitlement, and implicit biases that prevail in our profession. As a collective of feminists from Australia, Canada, New Zealand, and the USA, we queried our varied experiences and perspectives in contemporary outdoor education leadership spaces, intertwined with recent data and narratives collected from students and professionals. We asked whose voices we most often hear and whose voices are missing. By initiating conversations, describing the contemporary gendered landscape, identifying cultural and institutional blind spots, including intersectionality, and pinpointing areas of future focus, we aspire to shift awareness in meaningful ways as we rethink outdoor leadership. As we work together to redress the imbalance in voice and move towards a more collegial system, fresh insights about equity responsibilities may emerge.]]