Rationalising a Tourism Curriculum for Sustainable Tourism Development in Small Island States: A Stakeholder Perspective

Lewis, Acolla

doi:10.3794/johlste.42.93

Cited by 49 publications

(26 citation statements)

References 12 publications

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“…However, ever since Krippendorf's (1987) call for tourists to be educated about the destinations they visit in order to create a more ethical tourism, ethical tourism advocates have argued that this is a moral goal for the industry. Tourism education should deal not only with knowledge that is of importance to learners' careers and companies (instrumental knowledge), but also to the societies in which they operate and the destinations (Dwyer, Cvelbar, Edwards & Mihalic, 2011;Lewis, 2005;Hegarty, 1990). …”

Section: Lifelong Learning In Tourismmentioning

confidence: 99%

The Blakeley Model applied to improving a tourist destination: An exploratory study. The case of Haiti

Séraphin

Gowreensunkar

Ambaye³

2016

Journal of Destination Marketing & Management

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Section: Lifelong Learning In Tourismmentioning

confidence: 99%

The Blakeley Model applied to improving a tourist destination: An exploratory study. The case of Haiti

Séraphin

Gowreensunkar

Ambaye³

2016

Journal of Destination Marketing & Management

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“…In particular, in the tourism field, Tribe (1999Tribe ( , 2000 draws upon Bernstein's work to explore the 'framing' of tourism curriculum in HE. Following Tribe (2002), Lewis (2004), refers to curriculum framing in Bernstein's terms as, 'degree of control... over the selection, organization and pacing of knowledge transmitted and received in the pedagogical relationship', in order to locate her research on tourism education (Bernstein 1971: 50 cited in Lewis 2004). …”

Section: Introductionmentioning

confidence: 99%

“…Taking into account, the critique of Tribe's (2002) model, and its adaptation (Lewis 2004), of curricular space to reflect the shaping of the leisure curriculum in HE, the following model ( Figure 2) is hereby proposed to represent the curriculum space in 'leisure' that includes sport, recreation and outdoor studies. In this model, the vocational aspect is replaced with the neo-liberal and the liberal dimension with the critical.…”

Section: Introductionmentioning

confidence: 99%

Critical Space and Leisure Education in the 21^stCentury Case Study—Outdoor Studies

Humberstone¹

2007

Tourism Recreation Research

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BARBARAHUMBERSTONEThis paper examines leisure education in the context of the expansion of Higher Education provision and the diversification of purpose and values of Higher Education in the UK. It draws attention to the contribution of critical frameworks of Basil Bernstein to understanding theory and practice in Higher Education leisure studies content and pedagogy and asks what are the principles underpinning knowledge creation and transmission? The paper considers the implications of the recent rapid expansion of Higher Education provision in UK to course development and pedagogic approach in leisure education. It draws attention to its impact upon 'new' and traditional subject areas and organizational cultures. This is exemplified through 'case study' research into the changes in outdoor studies curriculum, locating it within broader national and institutional contexts. The paper raises questions about the impact of government policy on Higher Education and its curriculum in UK and the marginalization of particular principles, practice and knowledge.

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“…Tribe's "curriculum space" would be populated with an array of possible knowledge, skills, and attitudes. Hence, the curriculum space would help in framing tourism knowledge based on the influence, power, and interest of parties alongside the particular knowledge framed within the curriculum (Tribe, 2002;Lewis, 2004). Figure 1 shows the curriculum space proposed by Tribe.…”

Section: "The Sum Of the Phenomena And Relationships Arising From Thementioning

confidence: 99%

Tourism Curriculum in a Global Perspective: Past, Present, and Future

Wattanacharoensil¹

2013

IES

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This article summarizes the development of tourism curricula over the past 20 years from the perspective of global tourism. The paper proposes a generic framework for a future tourism curriculum on the basis of a review of literature in the American, British, and other European contexts. The proposed tourism curriculum aims to create well-rounded tourism graduates who view the tourism industry as a fully integrated system, are aware of the importance of connectivity in society, and can make appropriate contributions based on current demands and situations. Once understood and delivered by tourism graduates, the implicit value embedded in the tourism curriculum will inspire respect for this curriculum in higher education. In addition, balance in the development of the tourism industry is expected to be achieved in the future.

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Rationalising a Tourism Curriculum for Sustainable Tourism Development in Small Island States: A Stakeholder Perspective

Cited by 49 publications

References 12 publications

The Blakeley Model applied to improving a tourist destination: An exploratory study. The case of Haiti

The Blakeley Model applied to improving a tourist destination: An exploratory study. The case of Haiti

Critical Space and Leisure Education in the 21^stCentury Case Study—Outdoor Studies

Tourism Curriculum in a Global Perspective: Past, Present, and Future

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Rationalising a Tourism Curriculum for Sustainable Tourism Development in Small Island States: A Stakeholder Perspective

Cited by 49 publications

References 12 publications

The Blakeley Model applied to improving a tourist destination: An exploratory study. The case of Haiti

The Blakeley Model applied to improving a tourist destination: An exploratory study. The case of Haiti

Critical Space and Leisure Education in the 21stCentury Case Study—Outdoor Studies

Tourism Curriculum in a Global Perspective: Past, Present, and Future

Contact Info

Product

Resources

About

Critical Space and Leisure Education in the 21^stCentury Case Study—Outdoor Studies