Behind the Scenes: Teaching the Sociology of Tourism Abroad

Autor/inn/en	Aliaga-Linares, Lissette; Romero, Troy
Titel	Behind the Scenes: Teaching the Sociology of Tourism Abroad
Quelle	In: Teaching Sociology, 51 (2023) 1, S.26-40 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Aliaga-Linares, Lissette)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0092-055X
DOI	10.1177/0092055X221104835
Schlagwörter	Teaching Methods; Tourism; Foreign Countries; Social Responsibility; Poverty; Social Differences; Critical Thinking; Thinking Skills; Travel; Study Abroad; Cultural Awareness; Student Journals; Student Attitudes; Developing Nations; Ethnocentrism; Self Evaluation (Individuals); Comparative Analysis; Undergraduate Students; Educational Objectives; Peru + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Tourismus; Ausland; Soziale Verantwortung; Armut; Sozialer Unterschied; Kritisches Denken; Denkfähigkeit; Travelling; Reisen; Reise; Studies abroad; Auslandsstudium; Cultural identity; Kulturelle Identität; Studentenzeitung; Schülerverhalten; Developing country; Developing countries; Entwicklungsland; Ethnozentrismus; Educational objective; Bildungsziel; Erziehungsziel
Abstract	International travel has long been considered a key pedagogical strategy for global learning. Yet very little is known about whether study-abroad experiences increase students' awareness of the impact of tourism as a global phenomenon. In this study, we assessed students' learning through a content analysis of their journals and final essays from a short-term study-abroad course that used key concepts from the sociology of tourism to explore the impact of tourism in a developing country. Findings demonstrate how thinking sociologically about travel and tourism enabled students to look "behind the scenes," fostered critical-thinking skills, helped in their self-assessment of ethnocentrism, and promoted a sense of global responsibility. We also discuss areas that merit further pedagogical attention, particularly when students struggle to unlearn preconceived ideas about poverty and inequality or resort to overgeneralizations when thinking comparatively. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01