There are increasingly strident calls from many sectors of society for the tourism industry, the world’s largest industry, to adopt a more ethical approach to the way it does business. In particular there has been an emphasis placed on the need for a more ethical approach to the way the tourism industry interacts with consumers, the environment, with indigenous peoples, those in poverty, and those in destinations suffering human rights abuses. This book introduces students to the important topic of tourism ethics and illustrates how ethical principles and theory can be applied to address contemporary tourism industry issues. A critical role of the book is to highlight the ethical challenges in the tourism industry and to situate tourism ethics within wider contemporary discussions of ethics in general. Integrating theory and practice the book analyses a broad range of topical and relevant tourism ethical issues from the urgent ‘big-picture’ problems facing the industry as a whole (e.g. air travel and global warming) to more micro-scale everyday issues that may face individual tourism operators, or indeed, individual tourists. The book applies relevant ethical frameworks to each issue, addressing a range of ethical approaches to provide the reader with a firm grounding of applied ethics, from first principles. International case studies with reflective questions at the end are integrated throughout to provide readers with valuable insight into real world ethical dilemmas, encouraging critical analysis of tourism ethical issues as well as ethically determined decisions. Discussion questions and annotated further reading are included to aid further understanding. The Ethics of Tourism: Critical and Applied Perspectives is essential reading for all Tourism students globally.
There are increasingly strident calls from many sectors of society for the tourism industry, the world’s largest industry, to adopt a more ethical approach to the way it does business. In particular there has been an emphasis placed on the need for a more ethical approach to the way the tourism industry interacts with consumers, the environment, with indigenous peoples, those in poverty, and those in destinations suffering human rights abuses. This book introduces students to the important topic of tourism ethics and illustrates how ethical principles and theory can be applied to address contemporary tourism industry issues. A critical role of the book is to highlight the ethical challenges in the tourism industry and to situate tourism ethics within wider contemporary discussions of ethics in general. Integrating theory and practice the book analyses a broad range of topical and relevant tourism ethical issues from the urgent ‘big-picture’ problems facing the industry as a whole (e.g. air travel and global warming) to more micro-scale everyday issues that may face individual tourism operators, or indeed, individual tourists. The book applies relevant ethical frameworks to each issue, addressing a range of ethical approaches to provide the reader with a firm grounding of applied ethics, from first principles. International case studies with reflective questions at the end are integrated throughout to provide readers with valuable insight into real world ethical dilemmas, encouraging critical analysis of tourism ethical issues as well as ethically determined decisions. Discussion questions and annotated further reading are included to aid further understanding. The Ethics of Tourism: Critical and Applied Perspectives is essential reading for all Tourism students globally.
Inventions of Teaching: A Genealogy is a powerful examination of current metaphors for and synonyms of teaching. It offers an account of the varied and conflicting influences and conceptual commitments that have contributed to contemporary vocabularies--and that are in some ways maintained by those vocabularies, in spite of inconsistencies and incompatibilities among popular terms. The concern that frames the book is how speakers of English invented (in the original sense of the word, "came upon") our current vocabularies for teaching. Conceptually, this book is unique in the educational literature. As a whole, it presents an overview of the major underlying philosophical and ideological concepts and traditions related to knowledge, learning, and teaching in the Western world, concisely introducing readers to the central historical and contemporary discourses that shape current discussions and beliefs in the field. Because the organization of historical, philosophical, theoretical, and etymological information is around key conceptual divergences in Western thought rather than any sort of chronology, this text is not a linear history, but several histories--or, more precisely, it is a genealogy. Specifically, it is developed around breaks in opinion that gave or are giving rise to diverse interpretations of knowledge, learning, and teaching--highlighting historical moments in which vibrant new figurative understandings of teaching emerged and moments at which they froze into literalness. The book is composed of two sorts of chapters, "branching" and "teaching." Branching chapters include an opening treatment of the break in opinion, separate discussions of each branch, and a summary of the common assumptions and shared histories of the two branches. Teaching chapters offer brief etymological histories and some of the practical implications of the terms for teaching that were coined, co-opted, or redefined within the various traditions. Inventions of Teaching: A Genealogy is an essential text for senior undergraduate and graduate courses in curriculum studies and foundations of teaching and is highly relevant as well for students, faculty, and researchers across the field of education.
“A merciless wind whips grains of sand with a sound like a woman screaming.” Amid the ruins of the old world, desperate remnants of humanity cling to existence, ruled by tyrants and beset by flesh-eating monsters. Bracken roams the barren wasteland, a hard, broken man. Pursued by a vicious warlord, he transports an orphaned boy named Huxley across the desert. On their journey through ravaged cities and desolate terrain, the unlikely companions come face-to-face with devastation and hopelessness, searching for purpose and redemption on the road.
This book examines ways to understand and engage with the troublesome concept of 'community', presenting a variety of perspectives to challenge the ways in which areas of poverty and disrepute are represented.
This book presents an approach to the teaching of mathematics that departs radically from conventional prescription-oriented and management-based methods. It brings together recent developments in such diverse fields as continental and pragmatist philosophy, enactivist thought, critical discourses, cognitive theory, evolution, ecology, and mathematics, and challenges the assumptions that permeate much of mathematics teaching. The discussion focuses on the language used to frame the role of the teacher and is developed around the commonsense distinctions drawn between thought and action, subject and object, individual and collective, fact and fiction, teacher and student, and classroom tasks and real life. The discussion also addresses the question of how mathematics teaching can be reformed to better suit current academic and social climates. Making use of the theoretical framework of enactivism, the book explores the subject through an account of a middle school teacher's appreciation and understanding of her role. Teaching mathematics, as both the report of this teacher's experience and the discussion make clear, demands an embracing of ambiguity, uncertainty, complexity, and moral responsibility. Courses for Adoption Education: Mathematics for Elementary Teachers, Methods for Teaching Elementary Schools, Methods for Teaching Secondary Schools, Curriculum Studies, Critical Pedagogy Special Features *Elucidates the importance and relationship between theory and practice. Employs reflective teaching techniques to focus students on their own learning, knowledge, and understanding of mathematics.Details a collaborative venture that traces the development of new thinking and insights about math teaching and learning. *A fine blending of theory with practice.
Engaging Minds: Cultures of Education and Practices of Teaching explores the diverse beliefs and practices that define the current landscape of formal education. The 3rd edition of this introduction to interdisciplinary studies of teaching and learning to teach is restructured around four prominent historical moments in formal education: Standardized Education, Authentic Education, Democratic Citizenship Education, Systemic Sustainability Education. These moments serve as the foci of the four sections of the book, each with three chapters dealing respectively with history, epistemology, and pedagogy within the moment. This structure makes it possible to read the book in two ways – either "horizontally" through the four in-depth treatments of the moments or "vertically" through coherent threads of history, epistemology, and pedagogy. Pedagogical features include suggestions for delving deeper to get at subtleties that can’t be simply stated or appreciated through reading alone, several strategies to highlight and distinguish important vocabulary in the text, and more than 150 key theorists and researchers included among the search terms and in the Influences section rather than a formal reference list.
The concept of quality in higher education is by no means a new one. By one set of definitions or another, colleges and universities throughout the world have always held the pursuit of excellence as their primary goal. Why then has the quality approach, developed and popularized in industry, and how increasingly applied in health care and government, receiving so much attention in higher education at this moment? What does this perspective add to the approaches to excellence with which they have long embraced?These are the two primary questions that this book seeks to address. Chapters and contributors include: "The New Productivity" by Peter F. Drucker; "World War n and the Quality Movement" by J. M. Juran; "The Quality Approach to Higher Education: Context of Concepts for Change" by Brent Ruben; "The Big Questions in Higher Education Today" by L. Edwin Coate; "An American Approach to Quality" by Marilyn R. Zuckerman and Lewis J. Hatala; "Quality hi Higher Education: Critical Issues in Definition and Assessment" by Brent Ruben; and "Ten Areas for Future Research in Total Quality Management" by A. Blanton Godfrey. The volume is graced with an opening essay by Francis L. Lawrence, president of Rutgers University.Higher education is in the public spotlight today due to the many challenges it now faces: rising tuition costs; frustration about a tight job market for graduates; calls for increased faculty productivity; concerns about political correctness; and criticisms regarding the use of grant and research funds, among others. Quality in Higher Education is a particularly timely book that will greatly benefit educators, university administrators, students, and sociologists, and all those who are interested in higher education today.
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