Seeing the unseen : a rockclimbing experience

This article outlines a process of using critical incidents to reflect on professional practice. The process begins, in this article, by observing and describing an 'incident' in a rock climbing teaching experience. Then, through a feminist post-structuralist lens, this 'ordinary' educational experience is analysed to reveal some of the underlying tendencies, patterns and values directing practice. Particular attention is given to exposing my role in maintaining and reproducing dominant discourses relating to socially differentiated gender identities. Finally, I explore pedagogies that will help lead students to understand their own and others' identities and provide alternative ways of being and valuing.