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Background: Outdoor experiential education (OEE) is often presented as a neutraland equitable curricular practice with positive learning outcomes. However, few studieshave examined the experiences of racialized and queer White settler students or therepresentation of Whiteness in OEE curricular documents.

Purpose: This article explores Whiteness, racialization, and Indigenous erasure in OEE as an undergraduate curricular practice at a Kinesiology program in a Canadian university. Methodology/Approach: Using critical race theory, a critical discourse analysis of six types of documents used to advertise and organize the outdoor experiential courses wascombined with five semi-structured interviews with undergraduate students. Findings/Conclusions: This study demonstrates that students must negotiate Whiteness andsettler colonialism to participate in OEE. Three main findings include the following: (a)The imagined student is wealthy and White, (b) students both assimilate to and resistcodes of Whiteness, and (c) curricular documents and practices promote Eurocentricityand erase Indigeneity. Implications: OEE presents an opportunity for studentspreparing to become workers and educators in sport and recreation to learn aboutWhiteness, racialization, and Indigeneity. Kinesiology program design can use studentnarratives to shift from supposedly neutral curricular documents and pedagogies toones that expose and work toward dismantling Eurocentricity

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