Travel and Tourism has become an integral part of many countries' economies. As a rapidly changing, multidisciplinary subject, there are many approaches to teaching it. This book brings together the theory and practice of learning for Travel and Tourism as a vocational pathway offering the educational practitioner a pedagogical framework for the delivery of their subject. Huggett and Pownall outline the vast range of programmes and qualifications you may encounter in your teaching. They also consider the skills, knowledge and understanding learners need to develop, taking into account the life experiences and aspirations of different groups of learners, and consider how these are transferable from one sub-sector to another. The range of job roles within the Travel and Tourism industry is immense and will continue to evolve. As well as private industry, the authors consider the public and voluntary sectors and look at organizations that have been set up to support and benefit tourism, taking into account policies and initiatives that stakeholders introduce. This book supports trainee and experienced teachers in developing exciting and engaging Travel and Tourism programmes for learners 14+ whether in schools, colleges, higher education or in-service training. About the Teaching 14+ series Written to support the unique challenges of teaching vocational subjects, the Teaching 14+ series provides the pedagogical skills required to become a successful teacher. Alongside coverage of issues and debates, the series includes interactive exercises, case studies and activities that can be used to develop a variety of teaching and learning strategies to improve the delivery of these subjects.
Teaching Travel and Tourism 14+ has been written in response to a perceived need in initial teacher training to address the pedagogy of vocational programmes in the field as a vocational subject. It, therefore, focuses on theoretical approaches to teaching, learning and assessment and how they can inform the way in which we plan and deliver programmes of Travel and Tourism studies. It examines how we teach programmes related to preparation for working in the industry, programmes such as the National Diplomas, specific professional qualifications and, of course, the new 14-19 Diplomas. It is intended to inform and stimulate to further study all likely to be involved in the development and delivery of such programmes. This could include, those engaged in initial teacher training whether experienced practitioners or post-graduate students; subject mentors now required to support new teachers; experienced teachers unfamiliar with the subject who may be required to teach on these programmes and also administrators needing to familiarise themselves with the nature, content and delivery of the subject as an innovation to the curriculum. Therefore, although initially it examines the nature of the industry and raises discussion of issues pertinent to the delivery of related vocational programmes, it is essentially a useful resource book, with a wealth of information about the exciting curriculum opportunities that the subject presents. Through interactive exercises, case studies and exemplar resources it provides the reader with a foundation of usable activities to develop a variety of teaching and learning strategies which will enhance their delivery of the Travel and Tourism curriculum.
Because of the didactic nature of the historical genre, many scholars ancient and modern have seen connections between history and rhetoric. So far, discussion has centered on fifth-century authors -- Herodotus and Thucydides, along with the sophists and early philosophers. Pownall extends the focus of this discussion into an important period. By focusing on key intellectuals and historians of the fourth century (Plato and the major historians -- Xenophon, Ephorus, and Theopompus), she examines how these prose writers created an aristocratic version of the past as an alternative to the democratic version of the oratorical tradition. Frances Pownall is Professor of History and Classics, University of Alberta.
“Extremely lively and super-smart, this Feminist Companion is indeed the friend you want to sit beside in every social psychology class.” Alexandra Rutherford, Professor, Historical, Theoretical and Critical Studies of Psychology, York University, Canada “Madeleine Pownall and Wendy Stainton Rogers’ book pings with the vibrancy and creativity of feminist critique. With this companion, they have made feminist inspiration, analysis, and activism easily accessible to everyone studying social psychology!” Virginia Braun, Professor of Psychology, The University of Auckland, New Zealand “The Feminist Companion was written for undergraduate readers, but it holds much wisdom for us all.” Jeanne Marecek, Swarthmore College, Swarthmore, Pennsylvania, USA The Feminist Companion series includes books which act as your friends and mentors in book form, supporting you in your studies, especially when things get tough. This companion offers a feminist, critical, better-informed understanding of social psychology; what it knows, what it can deliver – and what it can’t. Ultimately, it will help you gain a deeper understanding of the data, analytic tools and theoretical frameworks that inform Social Psychology, as well as empowering you to develop the capacity and authority to challenge assumptions and become a critical and engaged social psychologist. Key features include: •Five Reasons Why You Need a Feminist Companion – a helpful summary of what readers can expect to gain from this book •Activity boxes, suggesting ways you can put the theory you are learning in to practice •See and Hear for Yourself boxes, signposting readers to where they can find real-world examples of the concepts covered •Summary sections that articulate the main points of each chapter and provide a useful revision aid •A glossary of key terms This book maps to the British Psychological Society (BPS) curriculum on social psychology as well as the Quality Assessment Agency’s (QAA) Subject Benchmark Statement for Psychology. Madeleine Pownall is a lecturer in Social Psychology, Research Methods, and Advanced Social Psychology at the University of Leeds, UK. She is Chair of the Psychology Postgraduate Affairs Group (PsyPAG) and an Associate Editor at The Psychologist. Wendy Stainton Rogers is Emeritus Professor at The Open University, UK, and a member of the Open University Press Editorial Advisory Board. Across her career she has written ten bestselling books, the majority of which are for Psychology students. She is renowned for her clear-sighted and accessible writing style, as well as for her innovative work in Critical Psychology.
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