Hospitality & Society: Critical reflections on the theorizing of hospitality

2021 ◽  
Vol 11 (3) ◽  
pp. 293-331 ◽  
Author(s):  
Paul Lynch ◽  
Alison McIntosh ◽  
Peter Lugosi ◽  
Jennie Germann Molz ◽  
Chin-Ee Ong
Keyword(s):  
Higher Education ◽  
Research Agenda ◽  
Critical Reflection ◽  
Global Citizenship ◽  
Hospitality Management ◽  
Space Design ◽  
Critical Reflections

This article is the second part of a critical reflection upon the progress of Hospitality & Society in its first ten years. Analysis of the articles published highlights conceptual contributions made to the field of hospitality studies. Thirteen major themes are identified: conceptualizations of hospitality; migration and labour; lifestyle; social hospitality; hospitality, consumption, global citizenship and ethics; addressing neglected areas of research; hostipitality, violence and exploitation; hospitality careers and higher education; historical studies; image and identity; space, design and food; hospitality management and neoliberalism; hospitality and technology. Following reflection on the original goals of Hospitality & Society and the progress made, a research agenda is proposed emerging from the analysis contributing to the aim to transform the landscape of hospitality scholarship.

Post-Chinese, Post-Western and Post-Asian Relations: Engaging a Pluriversal East Asia

China Report ◽  
2021 ◽  
Vol 57 (3) ◽  
pp. 270-288
Author(s):  
Chih-yu Shih
Keyword(s):  
East Asia ◽  
Research Agenda ◽  
Critical Reflection ◽  
Special Issue ◽  
Critical Reflections

Arguing that studies of China must simultaneously be studies of East Asia, this article offers a philosophically critical reflection on the meaning of Chineseness in lieu of the theme of the special issue—East Asia. The two regions are reciprocally holographical of each other. The latter part of the article will further propose a research agenda of post-Asianness. I hope to convey a message that is hidden but strong: that East Asia is a redundant agenda and yet fungible at the same time. This ontological irony can be likewise applied to both Chineseness and Asianness. Ultimately, China, East Asia and Asia are mainly strategic agendas and identities. The critical reflections outlined in this article are intended to display, facilitate and complicate the pluriversality of all post-identities.

scholarly journals Cultural Dimension in Internationalization of the Curriculum in Higher Education

2020 ◽  
Vol 10 (12) ◽  
pp. 375
Author(s):  
Maria José Sá ◽  
Sandro Serpa
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Critical Reflection ◽  
Cultural Dimension ◽  
Complex Process ◽  
Analysis Technique ◽  
Bibliographic Search ◽  
Internationalization In Higher Education

Internationalization in higher education seems to be an unavoidable process, albeit temporarily limited by the COVID-19 (coronavirus disease of 2019) pandemic. Specifically, internationalization of the curriculum in the context of higher education is a dimension of this internationalization that is less valued in published studies. This paper, through critical reflection, sought to contribute to a deeper understanding of internationalization of the curriculum in higher education. The methodology used consisted of a bibliographic search in international databases, and the selected documents were analyzed using the content analysis technique. This analysis allowed concluding that internationalization of the curriculum in higher education is a complex process and involves several actors, with various challenges to be considered. For this process to be successful, it involves the ability to be attentive to the cultural multiplicity that will be experienced in classes where this internationalization of the curriculum exists.

Critical reflections from the millennials on the global action against dementia legacy events

2015 ◽  
Vol 16 (3) ◽  
pp. 177-182 ◽  
Author(s):  
Kristine Newman ◽  
Laura Booi
Keyword(s):  
Millennial Generation ◽  
Design Methodology ◽  
Critical Reflection ◽  
Content Type ◽  
Canadian Context ◽  
Global Action ◽  
Future Direction ◽  
The Impact ◽  
Share Information ◽  
Critical Reflections

Purpose – The purpose of this paper is to share information regarding the Global Action Against Dementia Legacy, to critically reflect on the views of the Canadian Young Leaders of Dementia and to strengthen the impact of their voices in the global discussion surrounding dementia. Design/methodology/approach – This offers a critical reflection and review of the innovative intergenerational discussions and solutions offered by younger Canadians – specifically, the Millennial Generation. Findings – The paper provides insights about how change and solutions in dementia actions may be established through intergenerational collaboration. Research limitations/implications – Researchers are encouraged to make room for the voices of younger, less established generations in both discussions and research related to dementia. The younger generations will provide future direction to the Global Action Against Dementia Legacy so it is time to hear their voice too. Originality/value – This paper draws on developments in the Canadian context to highlight the potential of encouraging a less-usual, intergenerational approach to developing engagement, research and solutions in dementia.

Practitioner perspectives on learning for social change through non-formal global citizenship education

2017 ◽  
Vol 13 (1) ◽  
pp. 81-97 ◽  
Author(s):  
Eleanor J Brown
Keyword(s):  
Social Justice ◽  
Social Change ◽  
Transformative Learning ◽  
Citizenship Education ◽  
Critical Reflection ◽  
Formal Education ◽  
Global Citizenship ◽  
Small Individual ◽  
Global Citizenship Education ◽  
The Social

This article engages with debates about transformative learning and social change, exploring practitioner perspectives on non-formal education activities run by non-governmental organisations. The research looked at how global citizenship education practitioners met their organisation’s goals of change for social justice through educational activities. This education is sometimes criticised for promoting small individual changes in behaviour, which do not ultimately lead to the social justice to which it pertains to aim. Findings suggest that this non-formal education aims to provide information from different perspectives and generate critical reflection, often resulting in shifts in attitudes and behaviour. While the focus is often on small actions, non-formal spaces opened up by such education allow for networks to develop, which are key for more collective action and making links to social movements. Although this was rarely the focus of these organisations, it was these steps, often resulting from reflection as a group on personal actions, which carried potentially for social change.

scholarly journals World Citizens: Pathways for the Development of Eco-Citizenship in Higher Education

2018 ◽  
Author(s):  
Hélène Domon
Keyword(s):  
Higher Education ◽  
United Nations ◽  
Global Citizenship ◽  
Theory And Practice ◽  
World Languages ◽  
The Us ◽  
The World ◽  
The United Nations

It is time that universities reexamine what is meant by globalization. Contemporary researchers in science and the humanities (Critchley, Chomsky, Mumford, Ostrom, Eisenstein, Ferry, Orr, Shiva, Klein, Margulis, Meadows, Capra and Tolba, just to name a few) have aptly redefined the concept of « world » as a biological and cultural ecosystem. This paper seeks ways to integrate the theory and practice of eco-citizenship into various cross-disciplinary aspects of higher education, with a focus on curricular adjustments that may be steered by World Languages and Cultures programs. While "global citizenship" is still often understood today as a form of supranational citizenship that may find its actualization through the valuable, yet often arrested efforts of the United Nations, or as the individualistic result of a neoliberal economic emancipation of markets and capital throughout the world, this notion must rather be embedded within a radically cultural, natural and ethical bedrock from which a more potent world citizenry will stem. Departments of World Languages and Cultures and cultures are ideally positioned in the academic landscape to foster the development of a greater eco-civic and biospheric awareness that can permeate new curricular orientations of universities in the US and abroad.

scholarly journals Transforming the World in Which We Live: Laureate's Transnational Civic Learning Project

2017 ◽  
Vol 7 (1) ◽  
pp. 16
Author(s):  
William M. Plater
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Civic Engagement ◽  
Public Good ◽  
Global Citizenship ◽  
Educational Institutions ◽  
Civic Learning ◽  
The Public ◽  
For Profit ◽  
The World

<p>Higher education serves as an agent of social change that plays a significant role in the development of socially conscious and engaged students. The duty higher education has toward society, the role for-profit educational institutions play in enhancing the public good, and the prospect of making social change an element of these providers’ missions are discussed. Laureate’s Global Citizenship Project is introduced, highlighting the development of the project’s civic engagement rubric and the challenges of assessing civic engagement.</p>

Public Policy and Higher Education: Strategies for Framing a Research Agenda

2015 ◽  
Vol 41 (2) ◽  
pp. 1-98 ◽  
Author(s):  
Nicholas W. Hillman ◽  
David A. Tandberg ◽  
Brian A. Sponsler
Keyword(s):  
Higher Education ◽  
Public Policy ◽  
Research Agenda
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