Search results

This article risks the attempt to move the discussion of culture and tourism onto a broader basis. It replaces a rigid conception of culture with a dynamic model and starts from a framing premise of empathy rather than cultural pessimism. It uses an extended explanatory model of tourism to seek answers to two central questions: what functions does travel fulfill for the travelers' culture and what effects can tourism have on hosts culture? The report demonstrates that the ritual, utopian and mythical character of travel makes a significant contribution to satisfying the basic human needs for security, activity and pluralism. In this way the holiday culture that has developed in the western countries has come to assume a vital role in strengthening cultural identity.

Minority areas, with their cultural distinctiveness and a strong tendency to cultivate and preserve cultural identities, can offer guests special added value as tourist destinations. This study seeks to address whether and to what extent locals and guests of tourist areas populated by minority populations perceive and are aware of the uniqueness, variety and potential of the minority in a region.

Research has already been developed that analyses the inter‐relations between the local population and tourism, but is scarce regarding national minorities and tourism. This paper pursues a new research field focusing on the potential of tourist destinations that offer specialised characteristics due to their cultural, ethnic or minority populations. The authors carried out an empirical study using quantitative, standardised questionnaires in 2008 in two minority areas: South Tyrol, Italy (which has a Ladin minority population) as well as Transylvania, Romania (which has a German and Hungarian minority population). The South Tyrol situation is doubly unusual, because the Ladin minority population is a minority within the German minority region in Italy.

The study shows that ethnic minority populations can definitely offer added value for holidaymakers in tourist destinations. The special interest and attraction of these types of holiday stay for guests is explained, above all, by the varied cuisine and the locals' proficiency in languages (South Tyrol) as well as the specific architecture and the more extensive cultural offerings (Transylvania). In Transylvania no significant differences and in South Tyrol significant differences in the perception of the special cultural situation by locals and guests have been observed.

This study was confined to 250 interviewees per group and study region, due to budget restrictions. Compared to the volume of research on native population and tourism, research on minorities and tourist activities is quite new. Therefore this research paper provides only an exploratory study and could be developed further.

The paper shows that ethnic minorities, with their customs and traditions, languages and architectural styles, can definitely offer added value for holidaymakers.

The purpose of this paper is to report on a qualitative study that examined how pre-service teachers (PSTs) used mobile technology and experiential learning to critically examine the processes that shape places over time. During Summer course work that occurred prior to beginning their field experience and student teaching, participants explored neighborhoods and public spaces, and researched the history as well as contemporary issues relevant to the places in which their future students live, play, work, shop, and go to school. The use of social media as a forum for sharing and reflecting upon their experiences provided opportunity to critique neoliberal and race-based public policies, as well as support reflection on the relationships between geography and teaching about social (in)justice in the social studies. Findings inform the work of teacher educators who seek to help teacher candidates think more deeply about how spatial contexts inform culturally sustaining and critically minded pedagogy in the social studies.

This qualitative study included pre- and post-surveys and two one-on-one interviews between research participants and the researcher. Data were also gathered through the use of posts made by participants to a shared social media account. Interested in the interactive process of subjects and their surroundings, symbolic interactionism provided the methodological framework for this study.

Involvement in the study provided PSTs with new ways of thinking about how places are shaped over time and the importance of incorporating local intersections of geography and injustice in the classroom. Through experiential learning, PSTs developed a critical understanding of how place relates to who they teach, moved away from deficit thinking about people and places, and, as evidenced in the examples shared, approached lesson planning as place-relevant and culturally sustaining social studies educators.

The majority of students enrolled in teacher education courses in the USA remains white and it is well documented that most possess few cultural and geographic ties to the schools and students they work with as PSTs. Interested in the intersection of race, place, and teacher education, this paper discusses research conducted with 12 pre-service secondary social studies teachers (PSTs) who were enrolled in an eight-week Summer seminar course that preceded their Fall field experience and Spring student teaching placements to learn how they interpret their movement through spaces and their understanding of how geography, race, and agency intersect and impact students.