This article proposes a progressive, experiential and collaborative approach to sustainable tourism pedagogy (STP). Six core STP literacies (technical, analytical, ecological, multi-cultural, ethical, policy and political) are identified, which guide skill and knowledge development for the sustainability practitioner . These are facilitated through experiential education in the field that facilitates critical thinking, practical knowledge and participatory action. It is argued that a critical reflexive stance combined with a collaborative community service-learning approach in STP enables phronesis (practical wisdom) and praxis (social change). A case example is provided of an academic-community collaboration involving undergraduate students, local public and private sector stakeholders, plus diverse rural residents that came together temporarily to explore a cultural heritage issue and challenge. This collaboration facilitated collaborative learning , diverse community involvement and community service. The case overview illustrates a teaching opportunity that conveys how some of these STP priorities were undertaken, including the need for critical social action (to address not only environmental issues, but also social-cultural sustainability issues related to the well-being of minority, marginalized and diverse populations).
Research Professor on society, culture, art, cognition, critical thinking, intelligence, creativity, neuroscience, autopoiesis, self-organization, complexity, systems, networks, rhizomes, leadership, sustainability, thinkers, futures ++
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