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A kaleidoscope of tourism research:

Insights from the International Competence Network of Tourism Research and Education (ICNT)

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Edited By Michael Lück and Claire Liu

The International Competence Network of Tourism Research and Education (ICNT) covers a wide range of research expertise in the fields of tourism, hospitality and events management. ICNT’s sixth book showcases a kaleidoscope of tourism and hospitality topics, ranging from tourism education to sustainable tourism, wildlife tourism, Brexit and tourism, and to travel intermediation, tourist motivation and experiences. The book explains the way tourism and hospitality are understood in different countries around the world. Consequently, this book stimulates thought and discussion on tourist experiences and management, from the viewpoint of various stakeholders. It provides a wealth of new knowledge and will be a valuable resource for students, academics, researchers and industry members alike.

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School-led Tourism in New Zealand: Educating Students for Global Citizenship

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Heike SchänzelandDonna O’Donnell

For many decades, school children have actively engaged in educational experiences outside the classroom. In recent years, school-led tourism in (Western) developed countries has expanded to include international school trips, with around 97 % of those secondary schools providing opportunities for school students to travel overseas (Campbell-Price, 2014; Ritchie, 2009; Xplore Camps, 2017). These trips traditionally focus on curriculum-related foreign languages and are organised as opportunities to learn and interact with other cultures (Byrnes, 2001). However, international school-led tourism increasingly includes a range of extra-curricular activities with the overall aim of educating school students for global citizenship (Tarrant et al., 2014). This reflects a shift away from conventional concepts of citizenship based on promoting nationalism and patriotism, towards educating (young) people on how “to deal with the complex issues and interconnectedness of life in a highly globalised world” (Hermann, Meijer, & Van Koesveld, 2016, p. 132). Considerable future growth is predicted for these types of school-led trips.

The meanings of holidays for children and adolescents and the role of travelling in constructed subjectivities are largely absent in academic research (Schänzel & Smith, 2014; Small, 2008). Even less is known about educational tourism, and particularly international school excursion tourism (Campbell-Price, 2014; Cooper & Latham, 1988; Larsen & Jenssen, 2004). As future tourists, the children’s views of their holiday experiences are significant (Cullingford, 1995). Adolescence (puberty to age 19) is of interest here, as travel-related competencies, cultural beliefs, personal habits and much of...

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