“我们实际上攀登了一座山”：对期望、缺席以及人性化教学潜在可能性的批判性反思——在研究生户外环境教育项目中的反思

In this article, we examine teaching and learning with underrepresented international students in a postgraduate outdoor environmental education (OEE) programme in England. Using adapted duoethnography, two academics and a graduate share our perspectives through collaborative dialogue, critically reflecting on our roles, identities and lived experiences. A residential field trip emerges as a focal experience for shared insight, prompting dialogue about culturally shaped human-nature relationships. It also sparked difficult discussions about racial identity and belonging to outdoor places in th