Films and Critical Pedagogy in Management Education: A Tourism Studies Context

Abstract

This article examines and critically assesses the role of films in the practice of critical pedagogy in undergraduate management education, using tourism studies as a context. Utilising online focus groups, it aims to gain an in-depth knowledge and understanding of the role of films as an effective pedagogical medium in enhancing experiential approaches to learning. It argues that films play an important role in facilitating critical analyses of the studied phenomenon, illustrating and problematising abstract concepts and ideas, as well as in facilitating students' ability to discern multiple and alternative discourses about management. The findings highlight the role of films in context-specific critical engagement with the studied content and in stimulating emotionality in learning development, thereby enhancing deep approaches to learning. Emotional responses, even negative ones, prove to be critical in engaging with intellectual and critical reflection after watching films. The findings yield new and empirical insights into the pedagogic use of films in management education, thereby contributing to some of the goals of critical management studies.

Ventriloquial Authority in Management Learning and Education: A Communication as Constitutive of Learning and Education Perspective

“…The Unfolding Practice of MLE Studies that consider the use of visual media in the classroom, especially cases featuring notable individuals, have tended to uncritically assign authoritative influence to a single person's presence or to the implied power of a particular medium (Fee and Budde-Sung, 2014;O'Connell, McCarthy and Hall, 2004;Tejeda, 2008). In contrast to this, more critical considerations have been offered of how visual media exert influence over MLE, often in ways that are easy to pass over (Ayikoru & Park, 2019;Bell, Panayiotou & Sayers, 2019;O'Doherty, 2020). For example, Ayikoru and Park (2019) are concerned with critically assessing the role of documentary films in undergraduate management education.…”

“…In contrast to this, more critical considerations have been offered of how visual media exert influence over MLE, often in ways that are easy to pass over (Ayikoru & Park, 2019;Bell, Panayiotou & Sayers, 2019;O'Doherty, 2020). For example, Ayikoru and Park (2019) are concerned with critically assessing the role of documentary films in undergraduate management education. They assert that one of the limitations of this kind of approach is that it can encourage students to adopt a passive mode of reception where they fail to engage critically with the content they are exposed to (Ayikoru & Park, 2019: 417).…”

Cultural Entertainment Consumption and Empathy Communication Mechanism

“…The film community belongs to the human relationship formed under the virtual boundary. It is a collection of human beings gathered due to the interest in watching films, implying a unified relationship between the space of discourse practice and the space of spiritual interaction (Nikolaeva et al, 2018 ; Ayikoru and Park, 2019 ; Kubrak, 2020 ). Therefore, most existing studies have carried out related explorations from the perspective of community discourse texts and spiritual expression.…”

­Olisiko ­elokuvista ­työhyvinvoinnin kehittämis­menetelmäksi? Kuvaileva kirjallisuuskatsaus ohjatusta elokuvien katselusta

“…Matkailualan opiskelijoiden kokemuksis sa johtamiskoulutuksesta, jossa höydynnettiin kriittistä pedagogiikkaa ja katsottiin elokuvia, korostuivat sekä kriittinen ajattelu että tunnekokemus (Ayikoru & Park 2019). Opiskelijoiden mukaan elokuvat tuottivat syvällistä oppimista ja kriittistä ajattelua ja heidän käsityksensä aiheesta muuttui.…”