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Critical Pedagogies: A Reflexive Approach to Knowledge Creation in Tourism and Hospitality Studies

Published online by Cambridge University Press:  17 July 2012

Simone Fullagar  and
Erica Wilson
Simone Fullagar*
Affiliation:
Griffith Business School, Griffith University, Australia
Erica Wilson
Affiliation:
School of Tourism and Hospitality Management, Southern Cross University, Australia
*
Address for correspondence Simone Fullagar, Griffith Business School, Griffith University, 170 Kessells Road, Nathan QLD 4111. E-mail: s.fullagar@griffith.edu.au
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Abstract

Being reflexive about the conditions and claims underpinning academic knowledge is a defining aspect of critical tourism and hospitality studies. In this article we explore how criticality has been conceptualised and consider the implications for addressing a major challenge in the field: that is, surfacing the power–knowledge relations that underpin mainstream or normalised ways of thinking. We aim to be reflexive about some of the dangers that exist in relation to the oppositional stance of critical perspectives. By drawing on examples from our own and others’ critical research and teaching practices we examine how a reflexive approach can enable different types of dialogue, spaces and relationships. We draw on related work in critical management studies and debates within tourism and hospitality to argue for a critical pedagogy that embraces reflexivity as a ‘practice’ — a way of doing, thinking and transforming knowledge as we live it.

Keywords

critical tourismreflexivitycritical pedagogytourism researchhospitality research
Type
Special Issue: Beyond the Margins (Critical Tourism and Hospitality)
Information
Journal of Hospitality and Tourism Management , Volume 19 , July 2012 , e2
Copyright
Copyright © The Authors 2012

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