2.50
Hdl Handle:
http://hdl.handle.net/10547/225595
Title:
Ways of seeing degrees of leisure: from practice to pedagogy
Authors:
Elkington, Sam
Abstract:
In the context of higher education (HE), Leisure Studies has become an increasingly diverse, segmented and disjointed collection of curricula, driven by a fast-changing politico-economic landscape and the growing market potential of emergent sub-specialisms such as sport, tourism and event management. A decline in interest in, and perceived relevance of, the idea of leisure has seen Leisure Studies as a field fade from curricula at many universities. With issues of disconnect between leisure research and leisure practice cited as a major reason for the downturn in leisure-focused degree programmes, the challenges facing leisure scholars are inherently pedagogic: linking the fields of theory and practice in meaningful ways. Drawing upon evidence-based practice, this paper examines the philosophical and practical utility of leisure not just as a teaching object but as a pedagogic orientation; a profound way of seeing that ushers in a critical appreciation and understanding of the nature and significance of leisure in the lifeworld experiences of students. The ‘leisured' pedagogic orientation outlined represents one way experiential knowledge can be recognised and embedded in HE curricula, providing insight into the kinds of learning that might be effective in terms of enhancement of students' awareness of leisure and their development of leisure knowledge, skills, attitudes and values. This calls for the suspension of the traditional paradigms of thought relating to learning for leisure, in favour of a leisure pedagogy that is truly situated in the context of modern leisure in all its subtle complexity.
Citation:
Elkington, S.,(2012) Ways of seeing degrees of leisure: from practice to pedagogy, Leisure Studies
Journal:
Leisure Studies
Issue Date:
23-May-2012
URI:
http://hdl.handle.net/10547/225595
DOI:
10.1080/02614367.2012.684151
Additional Links:
http://www.tandfonline.com/doi/abs/10.1080/02614367.2012.684151
Language:
en
ISSN:
0261-4367; 1466-4496
Appears in Collections:
INTOUR Institute for Tourism Research

Full metadata record

DC FieldValue Language
dc.contributor.authorElkington, Samen_GB
dc.date.accessioned2012-05-23T13:48:50Zen
dc.date.available2012-05-23T13:48:50Zen
dc.date.issued2012-05-23en
dc.identifier.citationElkington, S.,(2012) Ways of seeing degrees of leisure: from practice to pedagogy, Leisure Studiesen_GB
dc.identifier.issn0261-4367en
dc.identifier.issn1466-4496en
dc.identifier.doi10.1080/02614367.2012.684151en
dc.identifier.urihttp://hdl.handle.net/10547/225595en
dc.description.abstractIn the context of higher education (HE), Leisure Studies has become an increasingly diverse, segmented and disjointed collection of curricula, driven by a fast-changing politico-economic landscape and the growing market potential of emergent sub-specialisms such as sport, tourism and event management. A decline in interest in, and perceived relevance of, the idea of leisure has seen Leisure Studies as a field fade from curricula at many universities. With issues of disconnect between leisure research and leisure practice cited as a major reason for the downturn in leisure-focused degree programmes, the challenges facing leisure scholars are inherently pedagogic: linking the fields of theory and practice in meaningful ways. Drawing upon evidence-based practice, this paper examines the philosophical and practical utility of leisure not just as a teaching object but as a pedagogic orientation; a profound way of seeing that ushers in a critical appreciation and understanding of the nature and significance of leisure in the lifeworld experiences of students. The ‘leisured' pedagogic orientation outlined represents one way experiential knowledge can be recognised and embedded in HE curricula, providing insight into the kinds of learning that might be effective in terms of enhancement of students' awareness of leisure and their development of leisure knowledge, skills, attitudes and values. This calls for the suspension of the traditional paradigms of thought relating to learning for leisure, in favour of a leisure pedagogy that is truly situated in the context of modern leisure in all its subtle complexity.en
dc.language.isoenen
dc.relation.urlhttp://www.tandfonline.com/doi/abs/10.1080/02614367.2012.684151en_GB
dc.titleWays of seeing degrees of leisure: from practice to pedagogyen
dc.identifier.journalLeisure Studiesen_GB
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