Curating culturally responsive field trips: toward continuous and transformative experiential learning

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.