ABSTRACT

Despite well-established links between travel, learning and education in tourism studies, there is scant discussion around the ways in which “trouble” emerges and unfolds in experience-based and field course-learning scenarios. This exploratory research aims to understand this neglected aspect of tourism education, drawing attention to its pedagogical value and to debate the purpose of trouble within the field. Specifically, we examine written and drawn memories of trouble encountered by tourism educators who lead and organise field courses. Analysis of findings reveal that unintended instances can become purposeful for both students and educators. We also highlight some of the strategies used by educators to capitalise on trouble, supporting reflection, adopting different personas, and in some cases intentionally creating “trouble”. This paper encourages educators to stay with, or more specifically to sway towards trouble, imparting insights around how to create purpose from trouble thereby inspiring educators to facilitate more critically oriented tourism field courses.

摘要

尽管旅游研究中旅行、学习和教育之间建立了良好的联系，但围绕“问题”在基于经验和实地课程学习场景中出现和展开的方式的讨论很少。这项探索性研究旨在了解旅游教育这一被忽视的方面，引起人们对其教学价值的关注，并就该领域内麻烦的目的进行辩论。具体来说，我们检查了领导和组织实地课程的旅游教育者遇到的麻烦的书面和绘画记忆。对调查结果的分析表明，意外事件可能对学生和教育工作者都有目的。我们还强调了教育工作者用来利用麻烦、支持反思、采用不同角色以及在某些情况下故意制造“麻烦”的一些策略。