A reflexive journey through curriculum space(s)

ABSTRACT

Tourism education has the power to transform how students see and think about tourism and, ultimately, how they act within and for tourism. Yet students are likely to have different outcomes depending on the curriculum space(s) they journey through. In this article, I present a Reflective Topical Autobiography that explores the ways in which my praxis has been shaped and moulded by tourism education. Drawing on my experiences of journeying through three different curriculum spaces, I will illustrate the dynamic relationship that exists between the curriculum, pedagogy and learning. In doing so, I aim to further elucidate the benefits associated with values-based teaching and learning.