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This paper critically explores decolonial theory and its relevance for tourism studies. We suggest that while postcolonial and related critical theoretical perspectives furthered understandings of the consequences of colonisation, such critical theorising has not provided an epistemological perspective of tourism which legitimises the cosmologies of, and actively empowers, traditionally marginalised groupings. We review published tourism research which adopts critical and postcolonial perspectives, and argue that while these have been valuable in terms of exposing the existence and effects of dominant discourses and practices in tourism, their emancipatory objectives are limited because tourism knowledge is still predominantly colonial. Epistemological decolonisation is thus presented as a more radical project which can provide an 'other' way of thinking, being and knowing about tourism.

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While visual methods have long been utilised as legitimate research techniques in the social sciences, within mainstream tourism research these techniques are rarely employed. This paper thus seeks to question current research practices in tourism by focusing on academic filmmaking as an innovative visual method which can be used to approach tourism research in a new way and to create tourism knowledge which is widely accessible. Two case studies explicate these points: an ethnographic documentary about tourism impacts in Crete, and a doctoral project which explored the construction and consumption of images of Greekness by visitors to the Athenian Acropolis

The complex issues of conservation, politics, tourism management and ownership have emerged as critical issues within the World Heritage debate and specifically within heritage tourism research. Within this context, this article focuses on issues of ownership and belonging and argues that there exists a link between the conceptual inconsistencies inherent in the World Heritage idea and the tensions between the national and the 'universal' evident at a number of World Heritage Sites. That is, heritage sites which are deemed to be of 'outstanding universal value' and are bestowed with the World Heritage accolade are consequently no longer expected to be perceived as symbols of particular national identities, but as heritage belonging to all humankind. This, of course, provokes a series of debates over the issues of ownership and belonging of such heritage, namely between the national and the 'universal' suggesting that it is possible to perceive World Heritage as synonymous with contested heritage. The paper explores these issues of ownership and focuses on the Acropolis, symbol of the World Heritage idea (UNESCO, 2006d) as a case study utilising an exploratory semiotic analysis of the promotional material released by the Greek National Tourism Organisation over the last five years.

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This concluding essay challenges the tendency in academia to consider feminist epistemologies and gender equality as peripheral when instead they are central to the flourishing of tourism scholarship. We analyze pervasive misconceptions about gender in higher education and present an alternative way of doing academia based on dissent and critical engagement; commitment to democratic practices that allow for different points of view to be shared and accepted as trustworthy; engagement with value judgement in knowledge production; care and accountability in our ways of knowing and teaching, and the establishment of diverse career patterns and decent contractual conditions to researchers so freedom of thought can take place.