Redressing the balance: inverted hierarchies in the tourism classroom
- Publisher: Elsevier
The research evaluates a collaborative case study to co-create the curriculum for a tourism undergraduate module. In three course design team (CDT) meetings, students selected and discussed topics and learning styles. Qualitative analysis revealed that the students involved strove to be independent learners. They favoured active learning styles and ‘non-vocational’ aspects of tourism. However, university bureaucracy represents a block in the design process. The paper concludes by advocating a more equal relationship between students and tutors. This involves a shift in power relations, inverting traditional hierarchies in which teachers act as gatekeepers of knowledge and students are passive recipients.
15 references, page 1 of 2
views in local repository
downloads in local repository
The information is available from the following content providers: