title: Tourism sense-making: the role of the senses and travel journalism

authors: Pan, Steve

subjects: sensory experiences

abstract: The tourist experience is corporeal and multisensory. Tourism organizations, therefore, need to pay attention to the sensual content of promotional messages conveyed to potential tourists to provide incentives for seeking enriched experiences of place. Together with other image formation agents, travelogues (travel articles published in newspapers and magazines) offer information on and prompt imagination about destinations that help frame visitors' expectations and influence their subsequent travel decisions and behaviors. This article content-analyzed 199 travelogues about New Zealand to identify relationships between regions and perceptions based on sensory allusions. It was found that the reporting of New Zealand as a whole by visiting journalists tended to utilize an appeal to all senses, but this was not true of individual destinations. It is suggested that urban destinations such as Auckland and Wellington possess potential for a wider sense appeal than is currently used through products based on urban adventure tourism and culinary tourism. An “ideal” itinerary is proposed that would permit journalists to capture a sensory experience of New Zealand.

text: Tourism sense-making: the role of the senses and travel journalism The tourist experience is corporeal and multisensory. Tourism organizations, therefore, need to pay attention to the sensual content of promotional messages conveyed to potential tourists to provide incentives for seeking enriched experiences of place. Together with other image formation agents, travelogues (travel articles published in newspapers and magazines) offer information on and prompt imagination about destinations that help frame visitors' expectations and influence their subsequent travel decisions and behaviors. This article content-analyzed 199 travelogues about New Zealand to identify relationships between regions and perceptions based on sensory allusions. It was found that the reporting of New Zealand as a whole by visiting journalists tended to utilize an appeal to all senses, but this was not true of individual destinations. It is suggested that urban destinations such as Auckland and Wellington possess potential for a wider sense appeal than is currently used through products based on urban adventure tourism and culinary tourism. An “ideal” itinerary is proposed that would permit journalists to capture a sensory experience of New Zealand.

year: 2009

title: Cultural safety for LGBTQIA+ people: A narrative review and implications for health care in Malaysia

authors: Tan, Kyle K. H.

abstract: LGBTQIA+ people in Malaysia constitute a marginalised population as they are subjected to cisheterosexism that permeates every layer of society. Cisheterosexist ideologies in Malaysia find their eligibility on secular and religious laws that criminalise LGBTQIA+ identities, which have detrimental consequences on LGBTQIA+ people’s mental health and their ability to access equitable health care. Existing literature has revealed limitations for healthcare providers to employ a blinded approach (i.e., treat everyone the same) and practise culturally competency when seeing LGBTQIA+ patients. In this narrative review, we compiled international evidence of culturally safe care for LGBTQIA+ people and outlined its relevance to interrogating power relationships within healthcare practices and structures. Our reviewed findings brought together five components of culturally safe care for LGBTQIA+ people: power-enhancing care; inclusive healthcare institutions; continuous education and research; promotion of visibility; and individualised care. These components set crucial milestones for healthcare providers to reflect on ways to equalise power dynamics in a provider–patient relationship. The applicability and implication of culturally safe healthcare in Malaysia are succinctly discussed.

text: Cultural safety for LGBTQIA+ people: A narrative review and implications for health care in Malaysia LGBTQIA+ people in Malaysia constitute a marginalised population as they are subjected to cisheterosexism that permeates every layer of society. Cisheterosexist ideologies in Malaysia find their eligibility on secular and religious laws that criminalise LGBTQIA+ identities, which have detrimental consequences on LGBTQIA+ people’s mental health and their ability to access equitable health care. Existing literature has revealed limitations for healthcare providers to employ a blinded approach (i.e., treat everyone the same) and practise culturally competency when seeing LGBTQIA+ patients. In this narrative review, we compiled international evidence of culturally safe care for LGBTQIA+ people and outlined its relevance to interrogating power relationships within healthcare practices and structures. Our reviewed findings brought together five components of culturally safe care for LGBTQIA+ people: power-enhancing care; inclusive healthcare institutions; continuous education and research; promotion of visibility; and individualised care. These components set crucial milestones for healthcare providers to reflect on ways to equalise power dynamics in a provider–patient relationship. The applicability and implication of culturally safe healthcare in Malaysia are succinctly discussed.

year: 2022

title: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning

authors: Postlewaight, Gillian

abstract: Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

text: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

year: 2023-04-27