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The first book to address how teachers can build more inclusive, reflexive and socially just approaches to tourism education.
This book aims to disrupt the dominance of Western ways of being, thinking and knowing and blends critical theory with practical strategies, focusing on who teaches tourism, what knowledge is prioritised and how students can co-create learning.
Drawing on global case studies and innovative pedagogies, the book demonstrates how to amplify Indigenous and marginalised voices, diversify knowledge systems and reimagine assessment and practice in tourism education.
The volume launches a challenge to pervasive Eurocentric educational models and advances decolonisation pedagogies which dismantle the processes and practices inherited from colonialism that have shaped the study of tourism and offers a different pedagogic paradigm. It brings together pedagogy, curriculum, assessment and disciplinary dimensions of tourism into a coherent volume that provides a consistent narrative while showcasing diverse perspectives, making it both academically rigorous and an invaluable tool for educators, students and institutions worldwide.
— Freya Higgins-Desbiolles, University of South Australia
Lucidly written and cogently argued, this book explains that to meaningfully interrogate sources and structures of colonial power imbalances in tourism and its pedagogy, we need to reimagine how tourism is taught and learned through enlightened engagement with the geopolitics of knowledge production. Everett informs us of why it is important to decolonise the tourism curriculum and shows us how to do it in key domains. This is a ‘must-read’ book for all tourism educators.
— Scott McCabe, University of Birmingham, UK
A long awaited, critical, deeply reflective, and practical treatise on decolonisation in tourism education. This book is vital for earnest seekers of generative discussions about the why, what, where, who and how of decolonisation. A truly triumphant and unapologetic contribution to the voices for social justice in tourism higher education!
— Donna Chambers, Northumbria University, UK
Sally Everett is Professor of Business Education and Director, I-LEAD, King’s Business School, UK. Her research interests include tourism, inclusive education, scholarship of learning and teaching and decolonising the curriculum.
Acknowledgements
Preface
Introduction: What Does It Mean to Decolonise Education?
Part 1: Who is Teaching?
Chapter 1. What is Decolonisation and Why is it Important to Tourism Education?
Chapter 2. Diversifying the Academy: Who is Teaching Tourism?
Chapter 3. Voices of the Subaltern and Marginalised
Chapter 4. Decolonising the Experiences of Tourism
Part 2: How (and Where) Are We Teaching?
Chapter 5. Learning and Teaching Approaches
Chapter 6. Co-Creation and Partnership with Students
Chapter 7. Creative and Cultural Pedagogic Approaches
Chapter 8. Decolonising Assessment and Feedback
Part 3: What Are We Teaching?
Chapter 9. Decolonising Tourism Marketing
Chapter 10. Decolonising Tourism Economics
Chapter 11. Decolonising Tourism Geographies
Chapter 12. Conclusion
References
Index