Activism and Critical Reflection through Experiential Learning

Boluk, Karla; Carnicelli, Sandro

doi:10.1080/15313220.2015.1059304

Cited by 16 publications

(10 citation statements)

References 10 publications

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“…Community-based service learning contributes to this part of the curriculum space. Arguments about the place dimension of a critical pedagogy for sustainability (Moscardo, 2015) and the need to take students outside the classroom in an experiential, transformative approach in learning (Boluk & Carnicelli, 2015;Carnicelli & Boluk, 2017) can be found here. Work placements and projects within ethical groups and lobbying by pressure and political groups (Tribe, 2002) or projects with indigenous or minority communities (Higgins Desbiolles, 2020;Jamal et al, 2011;Wilson, 2015;Young et al, 2017) can be considered as liberal action.…”

Section: Liberal Action For Sustainabilitymentioning

confidence: 99%

“…Scholars have been critical about the gap between the theory and the practice of sustainability and point to the need for transformative, experiential and action-oriented learning (Cotterell et al, 2017;Jamal et al, 2011;Moscardo, 2015). A series of closely related terms have been used in this context, such as "transformative education", "experiential learning" (Boluk & Carnicelli, 2015, p. 2019Boyle et al, 2015b;Carnicelli & Boluk, 2017;Fullagar & Wilson, 2012), "critical pedagogy" and "critically reflective practice" (Belhassen & Caton, 2011;Crossley & Anita, 2017;Wilson, 2015). EfS is seen as incorporating aspects of transformative, experiential learning and critical pedagogy.…”

Section: Education For Sustainability and Critical Pedagogymentioning

confidence: 99%

“…The challenging of the traditional roles of learner/ educator, together with a critical reflection on the whole process and experience, fosters learning as a transformational rather than a static process (Carnicelli & Boluk, 2017). Experiential learning, together with action outside the classroom, often takes place through internships and work placements (Boluk & Carnicelli, 2015). Fidgeon (2010) has set out the role and multiple benefits of out-of-classroom learning and work-based learning such as placements or personal tutors/mentors; nevertheless, such learning still needs to be linked to reflective practice (Boluk & Carnicelli, 2015).…”

Section: Education For Sustainability and Critical Pedagogymentioning

confidence: 99%

“…Experiential learning, together with action outside the classroom, often takes place through internships and work placements (Boluk & Carnicelli, 2015). Fidgeon (2010) has set out the role and multiple benefits of out-of-classroom learning and work-based learning such as placements or personal tutors/mentors; nevertheless, such learning still needs to be linked to reflective practice (Boluk & Carnicelli, 2015).…”

Section: Education For Sustainability and Critical Pedagogymentioning

confidence: 99%

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Pedagogy for sustainable tourism: reflections on the curriculum space of a master programme in Sweden

Farsari¹

2021

Journal of Teaching in Travel & Tourism

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Tourism education has matured from vocational to more liberal education while current trends underline the importance of critical studies and the shift of curricula to more action-oriented forms of education and citizenship education. However, a gap can be noticed between theory and practice in the development of pedagogy for sustainable tourism. The research reported here draws from debates in tourism education, education for sustainability, critical studies, and education for citizenship to develop a conceptual framework for pedagogy for sustainable tourism. This framework is used to reflect on the curriculum space of a master programme in tourism in Sweden in an analytic autoethnographic approach. The analysis indicates that the master programme addresses several aspects of the reflective vocational and reflective liberal curriculum space. It would also benefit from the integration of more experiential, action-oriented learning to strengthen the communal understanding of civil action and education for citizenship. This research contributes to the conceptualisation of the curriculum space for sustainable tourism. Such efforts are considered especially important in acknowledging the complex, dynamic character of tourism higher education. The aim is to invite a dialogue about the reform and evolution of tourism education to meet the needs for a sustainable future.

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Section: Liberal Action For Sustainabilitymentioning

confidence: 99%

Section: Education For Sustainability and Critical Pedagogymentioning

confidence: 99%

Section: Education For Sustainability and Critical Pedagogymentioning

confidence: 99%

Section: Education For Sustainability and Critical Pedagogymentioning

confidence: 99%

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Pedagogy for sustainable tourism: reflections on the curriculum space of a master programme in Sweden

Farsari¹

2021

Journal of Teaching in Travel & Tourism

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“…Similarly, there is a growing body of literature focusing on the role and benefits of educational travel, partly as a means of connecting the theoretical world of academia with the realities of tourist destinations (Tarrant, M.A. et al 2011) and to encourage critical reflection on behalf of the students (Boluk, K. and Carnicelli, S. 2015), partly as initiatives embracing the principles of experiential learning in the forms of study trips and field schools (Liang, K. et al 2015). However, most authors concentrate either on university students (particularly on medium-and longterm study abroad programmes) (e.g.…”

Section: Introductionmentioning

confidence: 99%

Educational Tourism and Nation Building: Cross-border School Trips in the Carpathian Basin

Rátz

Michalkó

Keszeg³

2020

HunGeoBull

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Educational travel provides opportunities for participants to explore specific issues in unconventional ways. In Hungary, primary and secondary schools organise annual study trips as part of their curricula. The aim of these trips is to familiarise students with the main sights of the country, and to bring to life national narratives discussed in lessons. Furthermore, these trips often play a key role in students’ socio-psychological development, both as future tourism consumers and as future citizens. Recognising the opportunity to influence students’ worldview and way of thinking during their sensitive teenage years, the Hungarian government has created a national programme to financially support school trips organised to visit minority Hungarian communities living in the neighbouring countries. This paper is based on the content analysis of 256 detailed reports submitted by participants of school trips organised in 2013/14 with the aim to visit Hungarian minority communities in the Carpathian Basin. The analysis focuses on the detailed descriptions of the participants’ personal memories of their experiences, the social construction of the visited destinations, and the influences of their memorable experiences on their sense of national identity. The research disclosed that the trips made to Hungarian territories outside the borders contributed to shaping the national sentiment of the students participating in the programme. The findings suggest that participation in tourism is an effective means to experience nationhood and national identity, by financially supporting school trips abroad, the state is able to exert political influence over national consciousness.

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Tourism for the emancipation of the oppressed: towards a critical tourism education drawing on Freirean philosophy

Boluk

Carnicelli

2019

Annals of Tourism Research

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Activism and Critical Reflection through Experiential Learning

Cited by 16 publications

References 10 publications

Pedagogy for sustainable tourism: reflections on the curriculum space of a master programme in Sweden

Pedagogy for sustainable tourism: reflections on the curriculum space of a master programme in Sweden

Educational Tourism and Nation Building: Cross-border School Trips in the Carpathian Basin

Tourism for the emancipation of the oppressed: towards a critical tourism education drawing on Freirean philosophy

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