title: The role of the French state: Shifting from supporting large tourism projects like Disneyland Paris to a diffusely forceful presence

authors: d'Hauteserre, Anne-Marie

subjects: tourism

abstract: The French state, in its role as legislator, has sustained relations of production within the French economy because space can be selectively configured to promote economic, social, and environmental community goals. It tries to avoid that public value be held captive to private value or that developers bypass environmental legislation. In a country where the state is in the habit of regulating everything, it is not surprising that it should have taken charge of tourism projects. This paper will determine whether the relationship between public and private enterprise in tourism development in France, where the government has systematically encouraged such partnerships, has been successful. The paper will also show whether leadership provided by the public sector in areas not necessarily focused on tourism development is what helped push France among the most visited countries in the world. Decentralisation policy has driven the state to the backstage where it remains active to ensure the continued presence of France on the international scene. Although it is tempting to advocate a particular form of governance in supporting tourism development, most forms have evolved within specific contexts and would be resistant to radical transformations. A careful scrutiny of specific examples helps to illustrate possible effective changes.

text: The role of the French state: Shifting from supporting large tourism projects like Disneyland Paris to a diffusely forceful presence The French state, in its role as legislator, has sustained relations of production within the French economy because space can be selectively configured to promote economic, social, and environmental community goals. It tries to avoid that public value be held captive to private value or that developers bypass environmental legislation. In a country where the state is in the habit of regulating everything, it is not surprising that it should have taken charge of tourism projects. This paper will determine whether the relationship between public and private enterprise in tourism development in France, where the government has systematically encouraged such partnerships, has been successful. The paper will also show whether leadership provided by the public sector in areas not necessarily focused on tourism development is what helped push France among the most visited countries in the world. Decentralisation policy has driven the state to the backstage where it remains active to ensure the continued presence of France on the international scene. Although it is tempting to advocate a particular form of governance in supporting tourism development, most forms have evolved within specific contexts and would be resistant to radical transformations. A careful scrutiny of specific examples helps to illustrate possible effective changes.

year: 2001

title: Editorial: What lies beneath… confessional narratives; lessons from research.

authors: Fraser, Deborah

subjects: education

abstract: Presents an introduction to the January 2005 issue of the "Waikato Journal of Education."

text: Editorial: What lies beneath… confessional narratives; lessons from research. Presents an introduction to the January 2005 issue of the "Waikato Journal of Education."

year: 2005

title: Student voice and agency for Indigenous Maori students in higher education transitions

authors: Amundsen, Diana Leigh

subjects: Social Sciences

abstract: This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

text: Student voice and agency for Indigenous Maori students in higher education transitions This article reveals the complexities of Indigenous students navigating the neoliberal model of education through an examination of Māori transitions into higher education contexts in Aotearoa New Zealand. In a recently completed doctoral study, the lived transition experiences of Indigenous Māori higher education students were critically investigated from a student voice perspective. Data were collected and analysed through repeated semi-structured interviews, focus groups and visual stories in a semi-longitudinal study with 20 Māori students enrolled in a wānanga, a polytechnic and a university. Using a Bourdieuan theoretical framework for analysis, findings revealed that participants experienced their transition as a journey. Students perpetually evolved their identities and agency in relation to the tertiary education environments and social structures they encountered which supported or constrained transition experiences. Within wānanga, participants felt their Māori cultural identity was highly valued; within polytechnics, there was a sense that Māori culture is included but more could be done; within universities, a need for more inclusive practices to support Māori learner requirements was identified. This empirical research outlines learning for Māori students in higher education, and is a timely addition to knowledge revealing the complexities of teaching in the neoliberal model of higher education with Indigenous people.

year: 2019