Tourism for the emancipation of the oppressed: towards a critical tourism education drawing on Freirean philosophy

Karla Boluk, Sandro Carnicelli

Research output: Contribution to journalArticle

Abstract

Drawing on the work of Paulo Freire (e.g., 1970; 1972; 1973), the aim of this paper is to reconsider the potential impact that critical pedagogy could have on tourism education. Specifically, the authors consider the democratic and emancipatory potential of applying Freire's work, and opportunities for implementing a critical pedagogical approach across tourism curriculum. Joining Hall and Smyth (2016) we engage in a process of critically questioning pedagogical practices in an effort to dismantle dominant structures. This paper establishes the importance of Freire's work to tourism education, supported by a conceptual framework. It proposes ways to implement emancipatory practices, supporting the reconceptualisation and reorientation of tourism curriculum and emphasising the generation of social value.
Original languageEnglish
Pages (from-to)168-179
Number of pages12
JournalAnnals of Tourism Research
Volume76
Early online date13 Apr 2019
DOIs
Publication statusPublished - 1 May 2019

Fingerprint

emancipation
tourism
Tourism
education
curriculum
conceptual framework
philosophy
Tourism education
Emancipation
Curriculum
Values
Social values
Conceptual framework
Critical pedagogy

Keywords

  • Co-learning
  • Critical pedagogy
  • Paulo Freire
  • Pedagogical practices
  • Tourism curriculum

Cite this

@article{26d1ed4d59df46748730698d25ac9169,
title = "Tourism for the emancipation of the oppressed: towards a critical tourism education drawing on Freirean philosophy",
abstract = "Drawing on the work of Paulo Freire (e.g., 1970; 1972; 1973), the aim of this paper is to reconsider the potential impact that critical pedagogy could have on tourism education. Specifically, the authors consider the democratic and emancipatory potential of applying Freire's work, and opportunities for implementing a critical pedagogical approach across tourism curriculum. Joining Hall and Smyth (2016) we engage in a process of critically questioning pedagogical practices in an effort to dismantle dominant structures. This paper establishes the importance of Freire's work to tourism education, supported by a conceptual framework. It proposes ways to implement emancipatory practices, supporting the reconceptualisation and reorientation of tourism curriculum and emphasising the generation of social value.",
keywords = "Co-learning, Critical pedagogy, Paulo Freire, Pedagogical practices, Tourism curriculum",
author = "Karla Boluk and Sandro Carnicelli",
year = "2019",
month = "5",
day = "1",
doi = "10.1016/j.annals.2019.04.002",
language = "English",
volume = "76",
pages = "168--179",
journal = "Annals of Tourism Research",
issn = "0160-7383",
publisher = "Elsevier B.V.",

}

TY - JOUR

T1 - Tourism for the emancipation of the oppressed

T2 - towards a critical tourism education drawing on Freirean philosophy

AU - Boluk, Karla

AU - Carnicelli, Sandro

PY - 2019/5/1

Y1 - 2019/5/1

N2 - Drawing on the work of Paulo Freire (e.g., 1970; 1972; 1973), the aim of this paper is to reconsider the potential impact that critical pedagogy could have on tourism education. Specifically, the authors consider the democratic and emancipatory potential of applying Freire's work, and opportunities for implementing a critical pedagogical approach across tourism curriculum. Joining Hall and Smyth (2016) we engage in a process of critically questioning pedagogical practices in an effort to dismantle dominant structures. This paper establishes the importance of Freire's work to tourism education, supported by a conceptual framework. It proposes ways to implement emancipatory practices, supporting the reconceptualisation and reorientation of tourism curriculum and emphasising the generation of social value.

AB - Drawing on the work of Paulo Freire (e.g., 1970; 1972; 1973), the aim of this paper is to reconsider the potential impact that critical pedagogy could have on tourism education. Specifically, the authors consider the democratic and emancipatory potential of applying Freire's work, and opportunities for implementing a critical pedagogical approach across tourism curriculum. Joining Hall and Smyth (2016) we engage in a process of critically questioning pedagogical practices in an effort to dismantle dominant structures. This paper establishes the importance of Freire's work to tourism education, supported by a conceptual framework. It proposes ways to implement emancipatory practices, supporting the reconceptualisation and reorientation of tourism curriculum and emphasising the generation of social value.

KW - Co-learning

KW - Critical pedagogy

KW - Paulo Freire

KW - Pedagogical practices

KW - Tourism curriculum

U2 - 10.1016/j.annals.2019.04.002

DO - 10.1016/j.annals.2019.04.002

M3 - Article

VL - 76

SP - 168

EP - 179

JO - Annals of Tourism Research

JF - Annals of Tourism Research

SN - 0160-7383

ER -