Gap year volunteer tourism

Lyons, Kevin; Hanley, Joanne; Wearing, Stephen; Neil, John

doi:10.1016/j.annals.2011.04.016

Cited by 227 publications

(42 citation statements)

References 22 publications

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“…A gap year is when a person delays further education or employment in order to travel, whilst a 'gapper' is a person who partakes in a gap year (Millington 2005). This practice was first popularised in the UK during the 1950s, thereafter spreading across to the USA, Australia and New Zealand (Lyons et al 2012). Historically, the origins of gap year travel are linked to the backpacker experience.…”

Section: Travel Experiencesmentioning

confidence: 99%

“…Amongst Gen-Y gappers, alternative tourism has become a popular travel option (Lyons et al 2012;Lyons and Wearing 2011). Mieczkowski (1995) explains the relationship between alternative tourism and conventional mass tourism.…”

Section: Travel Experiencesmentioning

confidence: 99%

“…All these considerations lead to the view that Gen-Y is heavily influenced by contemporary popular culture (Cowen 2008;McCrindle 2002), travel (Lyons et al 2012;Richards and Wilson 2004), new media (Bull et al 2008;Prensky 2001), global citizenship (McCrindle 2009), creative culture and multi-faceted experiences (Cowen 2008;Williamson 2008). Despite having a better understanding of the characteristics that commonly define Gen-Y, a great deal is still unknown about the motivations behind their consumerist behaviours (Noble, Haytko, and Phillips 2009).…”

Section: Introductionmentioning

confidence: 97%

“…This often raises the notion of the professionalisation of the gap year, whereby experiences from travel help to build skills to enable young people to compete better in the market place (Simpson 2005;Lyons et al 2012). A gap year can encourage global citizenry, broaden the mind (Simpson 2005), promote the discovery of cross-cultural experiences to help build the travellers identity (Jones 2005;Hirschorn and Hefferon 2013), autonomy (Brown 2009;Christofi and Thompson 2007), self-efficiency (Cushner and Karim 2004), time satisfaction (Elsrud 1998;Montuori and Fahim 2004) and creativity (Maddux and Galinsky 2009).…”

mentioning

confidence: 97%

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Does Bear do it for you? Gen-Y gappers and alternative tourism

Joseph

Wearing

2014

Annals of Leisure Research

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Popular culture and travel are both major points of interest within the realm of leisure in contemporary consumer society. Respectively, they are both highly contentious and diverse fields. This paper explores the more specific areas of popular culture celebrities and alternative tourism in an effort to examine the influence that popular culture and travel engagements have on a segment of Generation Y (Gen-Y) -the gappers. These two areas of leisure activity shape social and cultural norms and influence the construction of self-identity amongst this generation. The aim of this exploratory research is to highlight some areas where popular culture and alternative tourism can be valued as constructive factors influencing a Gen-Y group. The theory of planned behaviour acted as a framework and was used to identify the influence that popular culture celebrity 'Bear' Grylls and his TV show Man vs. Wild had on the alternative tourism engagements of the Gen-Y gappers. IntroductionThis paper explores the influence that popular culture has on the travel engagements of Generation Y (Gen-Y) gappers. It then goes on to examine how popular culture and alternative travel might shape social and cultural norms as well as influence the construction of self-identity. The aim of the paper is to highlight some areas where popular culture and alternative tourism can be valued as constructive factors influencing a Gen-Y group. A case study of Edward 'Bear' Grylls and his TV show Man vs. Wild was used to explore the impacts of alternative tourism engagements on the Gen-Y gappers. It then looked to understand whether these travel engagements had an influence over their subsequent lifestyles. Studying how popular culture celebrities and alternative tourism engagements impacted the beliefs, attitudes, motivations and behaviours of a Gen-Y subgroup -the gappers -was a main focus. The selection of popular culture figure Edward 'Bear' Grylls, as an example for this research, stems from his status as 'one of the world's most recognised faces of survival and outdoor adventure' (Bear Grylls Ventures 2013).In this paper, the idea of popular culture was further refined in order to focus on the celebrity phenomenon. Popular culture was examined to see how it might reinforce and legitimise social and cultural norms and provide social comfort and shared meaning through consumption. Additionally, it investigated how opportunities for self-expression, self-enhancement and the legitimisation of a diverse range of experiences might be enabled.

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Section: Travel Experiencesmentioning

confidence: 99%

Section: Travel Experiencesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 97%

mentioning

confidence: 97%

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Does Bear do it for you? Gen-Y gappers and alternative tourism

Joseph

Wearing

2014

Annals of Leisure Research

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“…A similar point is made by Lyons et al (2012), who argue that global volunteer travel has been increasingly co-opted by a neoliberal agenda that fails to address issues of Western privilege, and in so doing perpetuates the binaries of "us" and "them" associated with colonialism. In other words, global citizen's volunteering activities become another tool for capitalist exploration by the privileged youths.…”

mentioning

confidence: 92%

Are WE the world? A critical reflection on selfhood and global citizenship education

Wang

Hoffman

2016

EPAA

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Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. In this paper, we offer an interpretive discourse based critique of ideas of selfhood underlying global citizenship education. Based on analysis of two U.S. high school curricula and materials available on websites devoted to global citizenship, the article develops a critique of universalizing constructs of selfhood that underlie global citizenship discourse. These assumptions obscure reflection on dynamics of social class privilege that shape global citizenship activism and situate global citizenship education as a potentially counter-productive neoliberal discourse. The article concludes with recommendations Are WE the world? 2 for practitioners interested in developing a more self-reflective and critical global citizenship education. Keywords: global citizenship education; selfhood; critical reflection; curriculum Abstract: Although much debate exists on the conceptualization, nature, and goals of global citizenship education, there has been widespread support for incorporating ideals of global citizenship into the practices, texts, and curricula of U.S. schools and universities. In this paper, we offer an interpretive discourse based critique of ideas of selfhood underlying global citizenship education. Based on analysis of two U.S. high school curricula and materials available on websites devoted to global citizenship, the article develops a critique of universalizing constructs of selfhood that underlie global citizenship discourse. These assumptions obscure reflection on dynamics of social class privilege that shape global citizenship activism and situate global citizenship education as a potentially counter-productive neoliberal discourse. The article concludes with recommendations for practitioners interested in developing a more self-reflective and critical global citizenship education. Keywords: global citizenship education; selfhood; critical reflection; curriculum ¿Somos NOSOTROS el mundo? Una reflexión crítica sobre la "personalización" y la educación para una ciudadanía global Resumen: A pesar de que existe mucho debate sobre la conceptualización, naturaleza y metas de la educación para la ciudadanía global, existe un amplio apoyo para la incorporación de ideas de ciudadanía global en prácticas, textos y currículos de escuelas y universidades en los E.E.U.U. Este artículo ofrece una crítica interpretativa basada en discurso de las ideas de personalización (selfhood) que subyacen la educación de ciudadanía global, basados en análisis de dos currículos de colegios estadounidenses y materiales disponibles en sitios de web dedicados a la ciudadanía global. Estos supuestos oscurecen la reflexión sobre las dinámicas de privilegio de clase social que subyacen esas nociones sobre ciudadanía global y sitúan la educación ciudadana global co...

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Roles of perceived behavioral control and self‐efficacy to volunteer tourists' intended participation via theory of planned behavior

Lee

Kim

2017

Journal of Tourism Research

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Volunteer tourism, as an alternative to mass tourism, has grown significantly since the 1970s, sparking a growing research interest in the subject. However, little research has been conducted about Asian volunteer tourists. The purpose of this study is to compare the strength of perceived behavioral control with self‐efficacy to predict volunteer tourists' intentions within the theory of planned behavior. Meta‐analysis is also used to examine the effect size of the independent variables derived from the theory of planned behavior. Study results indicate that self‐efficacy is a stronger predictor than perceived behavioral control in predicting volunteer tourists' future behavioral intentions.

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Gap year volunteer tourism

Cited by 227 publications

References 22 publications

Does Bear do it for you? Gen-Y gappers and alternative tourism

Does Bear do it for you? Gen-Y gappers and alternative tourism

Are WE the world? A critical reflection on selfhood and global citizenship education

Roles of perceived behavioral control and self‐efficacy to volunteer tourists' intended participation via theory of planned behavior

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