title: Dark tourism and voyeurism: tourist arrested for “spying” in Iran

authors: Buda, Dorina Maria

subjects: dark tourism/tourist

abstract: Purpose – The purpose of this paper is to propose voyeurism as one possible lens to analyse the experiential nature of dark tourism in places of socio-political danger, thus expanding psychoanalytic understandings of those who travel to a “dark” place.
Design/methodology/approach – Freud's and Lacan's theories on voyeurism are used to examine the desire to travel to and gaze upon something that is (socially constructed as) forbidden, such as a place that is portrayed as being hostile to international tourists. A qualitative and critical analysis approach is employed to examine one tourist's experience of travelling to Iran and being imprisoned as a result of taking a photograph of what he thought was a sunrise but also pictured pylons near an electrical plant.
Findings – The authors' analysis of the experiences of this tourist in Iran reveals that tourism, in its widest sense, can be experienced as “dark” through the consumption and performance of danger. This finding moves beyond the examination of dark tourism merely as “tourist products”, or that frame a particular moment in time, or are merely founded on one's connection to or perception of the site.
Research limitations/implications – Whilst the authors recognise the limitations of the case study approach taken here, and as such, generalisations cannot be inferred from the findings, it is argued that there is merit in exploring critically the motivational and experiential nature of travel to places that may be considered forbidden, dangerous or hostile in an attempt to further understand the concept of dark tourism from a tourist's lived perspective.
Originality/value – As the authors bring voyeurism into the debate on dark tourism, the study analyses the voyeuristic experiences of a dark tourist. In short, the authors argue that the lived and “deviant” experiential nature of tourism itself can be included in the discussion of “dark tourism”.

text: Dark tourism and voyeurism: tourist arrested for “spying” in Iran Purpose – The purpose of this paper is to propose voyeurism as one possible lens to analyse the experiential nature of dark tourism in places of socio-political danger, thus expanding psychoanalytic understandings of those who travel to a “dark” place.
Design/methodology/approach – Freud's and Lacan's theories on voyeurism are used to examine the desire to travel to and gaze upon something that is (socially constructed as) forbidden, such as a place that is portrayed as being hostile to international tourists. A qualitative and critical analysis approach is employed to examine one tourist's experience of travelling to Iran and being imprisoned as a result of taking a photograph of what he thought was a sunrise but also pictured pylons near an electrical plant.
Findings – The authors' analysis of the experiences of this tourist in Iran reveals that tourism, in its widest sense, can be experienced as “dark” through the consumption and performance of danger. This finding moves beyond the examination of dark tourism merely as “tourist products”, or that frame a particular moment in time, or are merely founded on one's connection to or perception of the site.
Research limitations/implications – Whilst the authors recognise the limitations of the case study approach taken here, and as such, generalisations cannot be inferred from the findings, it is argued that there is merit in exploring critically the motivational and experiential nature of travel to places that may be considered forbidden, dangerous or hostile in an attempt to further understand the concept of dark tourism from a tourist's lived perspective.
Originality/value – As the authors bring voyeurism into the debate on dark tourism, the study analyses the voyeuristic experiences of a dark tourist. In short, the authors argue that the lived and “deviant” experiential nature of tourism itself can be included in the discussion of “dark tourism”.

year: 2013

title: “Now you see me, now you don't": Dialogic loopholes in authorship activity with the very young

authors: White, Elizabeth Jayne

abstract: The genesis for this paper lies in the problematic nature of assessment practice, as a central authorship activity, for early childhood education teachers. This paper draws on dialogic philosophy to explore this challenge based on a doctoral investigation of a very young child (White, 2009) and the strategic means by which she reveals and conceals meaning through dialogic loopholes that are generated through eavesdropping tactics.  The central argument made is that what can be seen and interpreted, when language is not shared between dialogic partners, is always and only an ontologic endeavour and never an epistemological truth. Seen in relation to the very young child, this tenet invites the potential to ‘see’ more and to move beyond narrow definitions of learning as an outcome of authorial intervention on the part of the teacher; to embrace uncertainty and difference as a central pedagogical stance; and to re-vision the infant as polyphonic hero in their own adventure plots.

text: “Now you see me, now you don't": Dialogic loopholes in authorship activity with the very young The genesis for this paper lies in the problematic nature of assessment practice, as a central authorship activity, for early childhood education teachers. This paper draws on dialogic philosophy to explore this challenge based on a doctoral investigation of a very young child (White, 2009) and the strategic means by which she reveals and conceals meaning through dialogic loopholes that are generated through eavesdropping tactics.  The central argument made is that what can be seen and interpreted, when language is not shared between dialogic partners, is always and only an ontologic endeavour and never an epistemological truth. Seen in relation to the very young child, this tenet invites the potential to ‘see’ more and to move beyond narrow definitions of learning as an outcome of authorial intervention on the part of the teacher; to embrace uncertainty and difference as a central pedagogical stance; and to re-vision the infant as polyphonic hero in their own adventure plots.

year: 2011

title: Computational thinking for young indigenous learners in New Zealand

authors: Fox-Turnbull, Wendy

subjects: authentic technological practice

abstract: This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

text: Computational thinking for young indigenous learners in New Zealand This article presents the findings from a study aimed to investigate how the computational thinking aspect of digital technologies can be embedded authentically into students’ technological practice. The project explored teaching and learning computational thinking in context and particularly focus on technological needs and practice for young Māori learners.
There is recognition internationally about the need for digital technologies within the curriculum. Computational thinking is a critical component of this and is defined as an approach to problem-solving, designing computer systems, and understanding related human behaviours, while drawing on fundamental ideas of computing. Therefore, it is critical that all students acquire computational thinking skills. Technology practice is most successful when embedded within authentic contexts, thus this paper presents a study that facilitated the learning of two concepts of computational thinking: sequencing and orientation within culturally embedded technology practice. The study’s vision is to assist mainstream Māori learners from low socio-economic backgrounds to develop an understanding of related concepts of computational thinking. The research design drew on Māori values and practice that situates learning within authentic Māori contexts. Kaupapa Māori pedagogies were used in our design-based intervention programme to achieve the research goal. The focus of the project was to improve digital technologies learning outcomes to ensure Māori tamariki (children) see themselves as comfortably situated in a digital world.

year: 2024