Landscape and tourism have been widely investigated in geography, both in research and from a teaching perspective. The need for interdisciplinary contributions that can overcome sectorial and dichotomous visions on the two themes has been stressed for years. This paper addresses the relationship between landscape and tourism as a nexus. Moving from recent investigations that revealed the relevance of post-phenomenological studies informing either landscape or tourism or both, this paper discusses how the nexus can be developed as a teaching object, an issue and a tool in the framework of geography classes in higher education. To do so, this paper juxtaposes two distinct Italian course units: one from the Master's degree in Management of Tourism and Cultural Heritage programme at the University of Molise and the other from the Master's degree in Landscape Sciences programme at the University of Padua. This paper focuses on the common approach based on performative and mobile experiences in fieldwork as a turning point for transformative and critical learning addressing the nexus. Despite some differences, the cases include embodied landscape-tourism mobilities, encounters with local actors and the connections of representations and practices through performances. Together, all these elements turn into a specific pedagogy. In the conclusion, we claim the effectiveness of situated and dynamic approaches to teaching the physical, social and symbolic dimensions of the landscape-tourism nexus, as these approaches are powerful in evidencing the complexity of its entanglements.
The landscape-tourism nexus as a learning object. Comparing two Italian experiences in geography higher education
Monica Meini;Marco Petrella;
2022-01-01
Abstract
Landscape and tourism have been widely investigated in geography, both in research and from a teaching perspective. The need for interdisciplinary contributions that can overcome sectorial and dichotomous visions on the two themes has been stressed for years. This paper addresses the relationship between landscape and tourism as a nexus. Moving from recent investigations that revealed the relevance of post-phenomenological studies informing either landscape or tourism or both, this paper discusses how the nexus can be developed as a teaching object, an issue and a tool in the framework of geography classes in higher education. To do so, this paper juxtaposes two distinct Italian course units: one from the Master's degree in Management of Tourism and Cultural Heritage programme at the University of Molise and the other from the Master's degree in Landscape Sciences programme at the University of Padua. This paper focuses on the common approach based on performative and mobile experiences in fieldwork as a turning point for transformative and critical learning addressing the nexus. Despite some differences, the cases include embodied landscape-tourism mobilities, encounters with local actors and the connections of representations and practices through performances. Together, all these elements turn into a specific pedagogy. In the conclusion, we claim the effectiveness of situated and dynamic approaches to teaching the physical, social and symbolic dimensions of the landscape-tourism nexus, as these approaches are powerful in evidencing the complexity of its entanglements.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
