A post COVID-19 future - tourism re-imagined and re-enabled

Abstract

The urgent demands of the present necessitate an interrogation – a re-exploration and a re-envisioning of the future of tourism – of what has to change (and remain constant). Despite the crippling effects of COVID-19, new forms of solidarity are emerging that challenge the prevailing competitiveness ethic. While a transactional economic revival has to remain a top priority, progress will advance, so long as tourism becomes more transformational and transcendent. Discoveries of new methodologies for achieving the Sustainable Development Goals and versions of a Green New Deal, for example, are generating interest, notably ‘mass flourishing’ introduced in ‘anti-fragile’ ways. Utilizing a ‘future-back’ paradigm that demands deep-dive assessments and articulation of purpose, the gaps between ‘what is’ and ‘what could or should be’ are bound to close. Such undertakings represent a ‘coming together’ of all stakeholders, a role that academicians are urged to embrace, especially through action research, curriculum change and creation of ‘daring classrooms’.     

How should tourism education values be transformed after 2020?

Abstract

Values and axiology are necessary components for successful and meaningful tourism education and research. They especially need to be revisited in considering the future of higher education in a COVID-19 world. If transformation means to bring about a substantial change in a positive direction, then the COVID-19 pandemic might be a blessing in disguise for tourism higher education, as a substantial change has been due for quite some time. The transformative powers that education offers are seen in the individual through the internal and external transformations of learners. Higher education holds the promise of transforming society, but it is widely criticized for being too enmeshed in neoliberal values, which weakens it ability to productively equip students with capacities to transform the society they are entering. Education, both generally and more specifically tied to tourism higher education, requires a stronger awareness of lived values and aspirational values to transform how education is carried out. These include, for example, an emphasis on wellbeing indicators over revenue and tourist arrival numbers. All humans act and plan for their futures according to their lived values, but such values are hardly ever overtly acknowledged in research or in daily parlance. The COVID-19 pandemic is stirring up a new search for these lived values in a context where past formulas are failing on a global scale.