Transformative Education and Sustainable Tourism: The Influence of a Lecturer’s Worldview

Boyle, Andrea Ruth; Wilson, Érica; Dimmock, Kay

doi:10.1080/15313220.2015.1059303

Cited by 41 publications

(42 citation statements)

References 20 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Sustainability has unsurprisingly become a common discourse in tourism education, where many programs at different levels feature courses devoted to sustainability and tourism, be it be from the perspective of the industry, the destination, community, cultural groups, planners or governmental officials. However, tourism scholars and educators have questioned the content of these courses, asking if their approach to sustainability is not just about endowing students with the skills to manage ineffective outcomes to protect the industry from criticism or failure (Belhassen & Caton, 2011;Boyle et al, 2015;Wilson, 2015;Wilson & von der Heidt, 2013).…”

Section: Sustainable Tourism Education and Research Methodologies: A mentioning

confidence: 99%

“…Consequently, Boyle et al (2015) differentiate between higher education courses on sustainable tourism taught within the weak paradigm of sustainability and those taught within the strong paradigm of sustainability (see also Kearins & Springett, 2003;Sterling & Thomas, 2006). On the one hand, tourism educators view sustainable tourism as good business practices that will improve efficiency.…”

Section: Sustainable Tourism Education and Research Methodologies: A mentioning

confidence: 99%

“…However, the role of higher education programs in educating about sustainability is not always consistent among institutions and educators (Kearins & Springett, 2003;Sterling & Thomas, 2006). In its less critical sense, sustainable tourism education relates to the management of ineffective outcomes in order to protect the industry from criticism or failure (Belhassen & Caton, 2011;Boyle et al, 2015;Wilson, 2015;Wilson & von der Heidt, 2013). After all, critiques in all sorts of fields have accused the concept of sustainable development of promoting growth and technical solutions in light of sustained environmental degradation and climate change (Lélé, 1991;Redclift, 2005).…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

From Sustainability to the Anthropocene: Reflections on a Pedagogy of Tourism Research for Planetary Attachment

Prince

2020

Journal of Teaching in Travel & Tourism

View full text Add to dashboard Cite

Though tourism research has become more value-laden in its scholarship and pedagogy, there is still a risk that tourism higher education curricula (re)produce uncritical views of society and sustainability. I argue that research methodology courses and assignments based on data collection can legitimize the use of sustainable tourism solutions based in generalizations and abstractions, rather than encourage the dialogue and reflectivity needed for major change in times of crisis. They also risk promoting a self-serving agenda where researchers (re) produce their success in the knowledge economy. In light of the limitations of the sustainability concept in time of planetary crisis, I look into the possibilities of a tourism research pedagogy in the Anthropocene by uncovering arguments for plurality and deliberation in knowledge production. Social scientists need to address questions of ethics in times of crisis. Conjointly, the Anthropocene highlights our planetary attachment, where human responsibility and social action are imminent.

show abstract

Section: Sustainable Tourism Education and Research Methodologies: A mentioning

confidence: 99%

Section: Sustainable Tourism Education and Research Methodologies: A mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

From Sustainability to the Anthropocene: Reflections on a Pedagogy of Tourism Research for Planetary Attachment

Prince

2020

Journal of Teaching in Travel & Tourism

View full text Add to dashboard Cite

show abstract

“…Another important educational benefit of travelling stems from the personal growth and attitudinal changes that the participants of field trips or voluntary activities undergo as a consequence of their broadened understanding of the visited destination's realities (Orpett Long, S. et al 2010), which may also influence their perceptions of their home environment. And while it may be pointed out that the organisers of trips belonging to the latter category may have underlying soft political motives -such as increasing social sensibility and awareness of the impacts of tourism, supporting critical thinking, or encouraging responsible consumer behaviour during and after the trip (Boyle, A. et al 2015) -, it is rather uncommon to use educational tourism as a state programme to directly support political objectives.…”

Section: Educational Tourism and Identity Buildingmentioning

confidence: 99%

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

Rátz

Michalkó

Keszeg³

2020

HunGeoBull

View full text Add to dashboard Cite

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.

show abstract

“…Such an education is centralized on the active empowerment of students. The concept of sustainability education, which is recognized by many principles of critical pedagogy, focuses on an educational platform that helps students question their values, beliefs, and assumptions [13].…”

Section: Sustainability In Tourism Educationmentioning

confidence: 99%

Relationships between Student Personality Traits, Mobbing, and Depression within the Context of Sustainable Tourism Education: The Case of a Faculty of Tourism

2018

View full text Add to dashboard Cite

Sustainable education has the target of improving skills that encourage students or life-long learners to reflect on actions realized by themselves. Its main concern is considering their actual and future cultural, socio-economic, and environmental impacts. Such a paradigm to evaluate these impacts is to bring about a local and a global perspective. Sustainability, as a means of qualified education, is a consequence of lifelong learning philosophy. All levels and all kinds of education should deal with the issues of sustainability and create holistic and transformational skills in this topic. In this context, pedagogy and learning environment is of great importance. Concerning learning environment, mobbing cases have frequently coincided in educational organizations. Mobbing has been regarded as an important business disease of contemporary work-life. Besides, mobbing might be coincided not only in the businesses but also in the organizations providing educational services. In schools and universities, mobbing leads to physiological, sociological, and psychological harms for the students. Recent studies have shown that in the school environment, students are exposed to a possible mobbing behavior and that their academic performance and achievement, as well as their mental and physical health, are negatively influenced. In addition, many academic studies indicate that the personality traits students have are an important predictor of exposure to mobbing and depression. This study aimed to determine the levels of mobbing and depression perceptions of students (type A, type B) who are studying tourism education at undergraduate level. In this context, within the groups of personality traits, the levels of depression in the process of mobbing were examined. Research data were collected from 524 students surveyed in a tourism faculty of a state university. In order to realize the data collection, Personality Traits, Mobbing, and Depression scales were used. Correlation, t-test, and regression analysis were performed as well as descriptive statistics (frequencies, mean, and standard deviation) in the process of data analysis. As a consequence of the research, it was determined that mobbing influenced psychological conditions of all students showing the features of A and B type as personality traits. Nevertheless, mobbing and depression perceptions differ upon their personality groups. It was found that the mean scores of mobbing and depression perceptions of students’ having A type personality traits were comparatively higher than the ones having B type personality traits. In addition, it has been revealed that there is a positive relationship between mobbing and depression perceptions of students. Mobbing explained 14% of the change in the depression levels of the students. As a result of the findings, it was determined that personality trait is an important and significant factor in the impact levels of students from mobbing and depression. Incorporation of personality traits into the transformational learning process in the education system as well as teaching and supporting of students with applied social education can be an effective element of sustainable education.

show abstract

Transformative Education and Sustainable Tourism: The Influence of a Lecturer’s Worldview

Cited by 41 publications

References 20 publications

From Sustainability to the Anthropocene: Reflections on a Pedagogy of Tourism Research for Planetary Attachment

From Sustainability to the Anthropocene: Reflections on a Pedagogy of Tourism Research for Planetary Attachment

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

Relationships between Student Personality Traits, Mobbing, and Depression within the Context of Sustainable Tourism Education: The Case of a Faculty of Tourism

Contact Info

Product

Resources

About