Resources

RESOURCES


RESOURCES: PAPERS & PRESENTATIONS

Author : Tazim Jamal, Justin Taillon & Dianne Dredge
School/Work Place : Texas A&M University, USA (Tazim Jamal, Justin Taillon), Southern Cross University, Australia (Dianne Dredge)
Contact : tjamal@tamu.edu
Year : 2010

There have been increasing calls to move away from the traditional disciplinary structures and research, teaching and learning approaches that have tended to ‘tunnel’ student learning and reinforce particular worldviews towards new forms of post-disciplinary social science (e.g. Tribe 1997; Gretzel, Jamal, Stronza & Nepal 2008). These calls have been underpinned by a need to adopt more creative and flexible approaches to investigating problems, and a more tolerant approach to the forms of knowledge that different groups can contribute to problem solving. Tourism, as a multi-sectoral and transdisciplinary phenomenon, has struggled to carve out its scholarly territory and produce a coherent body of work that might achieve disciplinary status (Etchner & Jamal, 1997; Tribe, 1997; 2004). Indeed, Coles, Hall and Duval (2006) argue that the search for disciplinary status should not be the focus of discussions but that tourism, as part of a much larger social, economic, environmental and political system, requires deeper transdisciplinary understandings; i.e. disciplinary status is not as important. An important contribution of these debates is to highlight the challenges to teachers and students of tourism who seek to unpack sustainability issues that transcend disciplinary and sectoral boundaries, and to fashion a curriculum that delivers such rich learning opportunities.

In the field of tourism, curricula and teaching and learning approaches are continuing to evolve (see, for instance, McIntosh, 1983; Van Weenen and Shafer, 1983; Jovicic, 1988; Tribe, 1997; Leiper, 2000). Indeed, the political, economic, social, cultural and environmental dimensions of tourism, and the different ways that tourism can be conceptualized (i.e. as an activity, an experience, an industry, a political problem, a cultural dilemma, a resource challenge, a social justice issue and so on) make sustainable tourism a multi-faceted, dialectical concept and a challenging topic of instruction and study (Gunn 1998). In the growing body of tourism pedagogy, the value of learning experiences built around investigations of complex empirical problems embedded in rich contexts is increasingly recognized (Francis & Cowan, 2008). Here, the importance of encouraging students to understand, appreciate and apply the concept of sustainability within a tourism context presents educators with a range of institutional, pedagogical, resource and other challenges that are only just beginning to be unpacked (Jamal, 2005; Jurowski, 2002).

Consideration about what to teach has often overshadowed how to teach (Stergiou, Airey & Riley, 2008; Tribe, 2002). Whilst we see the two concerns as inextricably related, our aim in this paper is to give consideration to the practice of teaching and learning, and how the two concerns might be balanced within a holistic teaching approach wherein students are encouraged to develop and apply knowledge and the human qualities and dispositions required to work collaboratively within complex tourism settings. In this paper, a collaborative community-based approach to teaching sustainable tourism is outlined and discussed in terms of the contributions it made to transdisciplinary student learning. A discussion of student experiences demonstrates that the approach provided a useful vehicle for student learning. Importantly, the paper also contributes to the scholarship of sustainable tourism education by reflecting instructor experiences gained in class and through academic-student-community collaboration.


List of Articles
No. Subject Views Datesort
10 Think Tank XI An introduction of the Global Sustainable Tourism Coun... file 2818 Oct 14, 2013

The purpose of this presentation is to introduce the Global Sustainable Tourism Council and Criteria, in an effort to encourage the Criteria as part of a framework for sustainable tourism education. The history of the GSTC and Criteria will...

Author: Kelly Bricker 

Year: 2011 

9 Think Tank XI Environmental Attitudes of Generation Y Students: Foun... file 4853 Oct 14, 2013

Sustainability has long been a theme in the tourism research and planning literature and is a growing concern in the wider area of business and corporate management. Consequent to these trends in practice and research there has been a growt...

Author: Pierre Benckendorff, Gianna Moscardo & Laurie Murphy 

Year: 2011 

8 Think Tank XII The Way Forward: Event Management Education and the Fu... file 2729 Nov 06, 2013

The 2011 BESTEN Think Tank XI highlighted a number of issues and themes related to education and learning for sustainable tourism. The themes addressed issues such as learning tools for sustainability, sustainability courses and curricula an...

Author: Olga Junek, Leonie Lockstone-Binney & Martin Robertson 

Year: 2012 

7 Think Tank XII Mobile Learning for Sustainable Tourism Development: T... file 3313 Nov 06, 2013

This paper examines how mobility in higher tourism education may contribute to a dynamic leaning environment capable of integrating transnational and intercultural learning for sustainable tourism development. Central to this is the opening ...

Author: Janne J. Liburd 

Year: 2012 

6 Think Tank XII Virtual Mobilities and Sustainable Tourism: Virtual Fi... file 2582 Nov 06, 2013

Due to the financial constraints on the part of the educational institution as well as the student, offsetting the GHG emissions generated by the fieldtrip is often not regarded as financially feasible, or subject to doubts about the integri...

Author: Christian Schott 

Year: 2012 

5 Think Tank XII Are We Moving Towards Education for Sustainability? A ... file 6180 Nov 06, 2013

It is nearing the end of the United Nations Decade of Education for Sustainable Development (2005-2014) (United Nations, 2011), an awareness raising campaign which “seeks to mobilize the educational resources of the world to help create a mo...

Author: Erica Wilson, Tania von der Heidt, Geoffrey Lamberton & Dayle Morrison 

Year: 2012 

4 Think Tank XI Broad Street Regeneration Initiative: Practical Sustai... file 15501 Dec 19, 2013

Professors of tourism management teach principles of sustainable tourism to students in the classroom. Practitioners teach by implementing sustainable tourism principles in community. The Blackstone Valley Tourism Council (Tourism Council) i...

Author: Robert Billington, Natalie Carter, Caitlin Amos & Myles Ellison 

Year: 2011 

3 Think Tank XIV A Multi-Stakeholder Perspective on Sustainable Tourism... file 3741 Jun 26, 2014

In this study, I take up the task to work towards a theoretical and methodological framework that allows using sustainability as a threshold concept for critically evaluating the assumptions embedded in both tourism management theory and pra...

Author: José-Carlos García-Rosell 

Year: 2014 

2 Think Tank XIV Values in Tourism Higher Education: the Case of Europe... file 5576 Jun 26, 2014

The primary rationale for embedding values-based learning in tourism higher education is to engage students’ learning-to-learn and learning-to-be, rather than simply learning about a topic, such as tourism management or sustainability (Libur...

Author: Tanja Mihalič, Janne J. Liburd & Jaume Guia 

Year: 2014 

1 Think Tank XIV Tourism Development as Greek Tragedy: Implications for... file 20378 Jun 26, 2014

Although tourism has been used as a development strategy in many parts of the world for several decades, there is little evidence that it is an effective tool for improving the wellbeing of destination communities. It is not uncommon to find...

Author: Gianna Moscardo, Anna Blackman & Laurie Murphy 

Year: 2014 

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