This book explores the phenomena of school tours and tourism. It explores tensions of authenticity and artificiality in the school site being both a place of community learning and a spectacle for tourism consumption.

Through the example of a school in Matabeleland North, Zimbabwe, the book examines the act of a school tour, whose main aim is to providing fund for the school. It offers a unique interdisciplinary lens that examines both the school as a tourism destination and as a site of learning. By drawing on these two fields, the book provides insights into the tensions inherent in a school that is also a tourism destination. This book will demonstrate to readers the tensions present in tourism partnerships with schools that include some source of philanthropic funding and unpack the complexities of tourism that draws on stereotypical cultural images. It explores these tensions through the lens of school leaders, students, teachers, and tourism personnel.

The book provides a major and unique contribution to the field of tourism studies and education. It will be of interest to students and researchers interested in tourism studies, sociology, education, philanthropy, development studies, and the Global South.

This book explores the phenomena of school tours and tourism. It explores tensions of authenticity and artificiality in the school site being both a place of community learning and a spectacle for tourism consumption.

Through the example of a school in Matabeleland North, Zimbabwe, the book examines the act of a school tour, whose main aim is to providing fund for the school. It offers a unique interdisciplinary lens that examines both the school as a tourism destination and as a site of learning. By drawing on these two fields, the book provides insights into the tensions inherent in a school that is also a tourism destination. This book will demonstrate to readers the tensions present in tourism partnerships with schools that include some source of philanthropic funding and unpack the complexities of tourism that draws on stereotypical cultural images. It explores these tensions through the lens of school leaders, students, teachers, and tourism personnel.

The book provides a major and unique contribution to the field of tourism studies and education. It will be of interest to students and researchers interested in tourism studies, sociology, education, philanthropy, development studies, and the Global South.

This book examines a range of ethical complexities associated with precarious work across educational sectors internationally.

Our aim is to examine the experiences of the increasing reliance on casual and temporary employment in education settings for all educators. This volume brings together academic chapters, focused on the affective, ethical and practical challenges faced by all educators working in highly casualised contexts, while working to provide quality education for all students. These chapters are complemented by reflections from a variety of educators and educational leaders, who have navigated ethical dilemmas related to precarious employment across sectors from early childhood to higher education.

When viewed together, the chapters and reflections highlight the impacts of neoliberal market-driven policies on the education sector and work to present a series of possible ‘pathways forward’ for education workers navigating this precarious terrain.

This book explores the phenomena of school tours and tourism. It explores tensions of authenticity and artificiality in the school site being both a place of community learning and a spectacle for tourism consumption.

Through the example of a school in Matabeleland North, Zimbabwe, the book examines the act of a school tour, whose main aim is to providing fund for the school. It offers a unique interdisciplinary lens that examines both the school as a tourism destination and as a site of learning. By drawing on these two fields, the book provides insights into the tensions inherent in a school that is also a tourism destination. This book will demonstrate to readers the tensions present in tourism partnerships with schools that include some source of philanthropic funding and unpack the complexities of tourism that draws on stereotypical cultural images. It explores these tensions through the lens of school leaders, students, teachers, and tourism personnel.

The book provides a major and unique contribution to the field of tourism studies and education. It will be of interest to students and researchers interested in tourism studies, sociology, education, philanthropy, development studies, and the Global South.

This book explores the phenomena of school tours and tourism. It explores tensions of authenticity and artificiality in the school site being both a place of community learning and a spectacle for tourism consumption.

Through the example of a school in Matabeleland North, Zimbabwe, the book examines the act of a school tour, whose main aim is to providing fund for the school. It offers a unique interdisciplinary lens that examines both the school as a tourism destination and as a site of learning. By drawing on these two fields, the book provides insights into the tensions inherent in a school that is also a tourism destination. This book will demonstrate to readers the tensions present in tourism partnerships with schools that include some source of philanthropic funding and unpack the complexities of tourism that draws on stereotypical cultural images. It explores these tensions through the lens of school leaders, students, teachers, and tourism personnel.

The book provides a major and unique contribution to the field of tourism studies and education. It will be of interest to students and researchers interested in tourism studies, sociology, education, philanthropy, development studies, and the Global South.

This book examines a range of ethical complexities associated with precarious work across educational sectors internationally.

Our aim is to examine the experiences of the increasing reliance on casual and temporary employment in education settings for all educators. This volume brings together academic chapters, focused on the affective, ethical and practical challenges faced by all educators working in highly casualised contexts, while working to provide quality education for all students. These chapters are complemented by reflections from a variety of educators and educational leaders, who have navigated ethical dilemmas related to precarious employment across sectors from early childhood to higher education.

When viewed together, the chapters and reflections highlight the impacts of neoliberal market-driven policies on the education sector and work to present a series of possible ‘pathways forward’ for education workers navigating this precarious terrain.