This book is the first its kind to offer an innovative examination of the intersecting influences, contexts, and challenges within the field of children’s dark tourism. It also outlines novel conceptualizations and methods for scholarship in this overlooked field.
Presently, tourism research, and in dark tourism specifically, relies primarily on adult-centered theories and data collection methods. However, these approaches are inadequate for understanding and developing children’s experiences and perspectives. This book seeks to inform and inspire research on children’s experiences of dark tourism. Designed to appeal to students and scholars, it brings together insights from leading experts. The book focuses on five themes, to explore the conceptual and historic origins of children’s dark tourism, developmental contexts, child perspectives, specific contexts relevant to children’s encounters, and methodological approaches.
This book is aimed at an international array of scholars and students with inherent research interests in the contemporary commodification of death and ‘difficult heritage’ within the visitor economy. Thus, the book will provide a multi-disciplinary scope within the fields of history, heritage studies, childhood studies, psychology, education, sociology, human geography, and tourism studies. The volume is primarily intended for undergraduate and postgraduate study, as well as scholars and tourism professionals.
Author(s): Mary Margaret Kerr, Philip R. Stone, Rebecca H. Price
Series: Routledge Cultural Heritage and Tourism Series
Publisher: Routledge
Year: 2022
Language: English
Pages: 321
City: London
Cover
Half Title
Series Page
Title Page
Copyright Page
Table of Contents
List of figures
List of tables
List of contributors
Acknowledgments
Preface
Part I: Dark Tourism and Childhood
Chapter 1: ‘Seen but Not Heard’: Children in (Dark) Tourism Research Agendas
Introduction
‘Missing Children’: A Review of Children in Tourism Scholarship
‘Lost Children’: Dark Tourism and Child Encounters
‘Children’s Voices’: Incorporating Children into (Dark) Tourism Scholarship
Conclusion
References
Chapter 2: Young Tourists’ Experiences at Dark Tourism Sites 1: Toward a Conceptual Framework
Introduction
Young Tourists in Tourism Research
Dark Tourism and the Complexities of Young Tourists
Young Tourist Experiences at Dark Tourism Sites: An Initial Conceptual Framework
Preparation for a Visit
Site and Interpretation
Dynamics of the Visit
Implications for Future Research
Implications for Practice
Conclusion
Acknowledgments
Note
References
Part II: Children as Tourists: Development in Context
Chapter 3: The Youngest Tourists: Early Childhood Considerations and Challenges
Introduction
Young children’s understanding of death
The image of the young child
Research with young children
The Mosaic Approach
Methods and methodologies
Young children as tourists
Young children at dark tourism sites
Young children as museum visitors
Conclusion
References
Chapter 4: School-Aged Tourists: Pre-Adolescent and Adolescent Considerations and Challenges
Introduction
Introducing Pre-Adolescent and Adolescent Development
Controversies in the Field
Theories of Continuity versus Stage Theories and Nature versus Nurture
Cultural Invention versus Developmental Reality
Conceptual Frameworks for Pre-Adolescent and Adolescent Development
Cognitive Development
Social–Emotional Development
Considering Development and Dark Tourism
The Intersection of Pre-Adolescent and Adolescent Development and Dark Tourism
Implications of the Intersection of Development and Dark Heritage Experiences
Conclusion
References
Chapter 5: Development of Death Concepts: Childhood and Adolescence – Considerations for Tourist Experience and Research
Introduction
History of Children’s Understanding of Death
How Do Children Learn about Death?
How Death Concepts Develop during Childhood: A Theoretical Overview
Primary Death Concepts
Non-functionality
Causality
Other Conceptualizations of Death Concepts
How Death Concepts Progress throughout Childhood and Adolescence
Toddlers (up to Age 3)
Young Children (Age 4–6)
School-Age Children (Age 6–10)
Adolescents (11–18)
Considering Death Concepts at Dark Tourism Sites – Visitor Experience and Research
References
Chapter 6: Young Tourists with Disabilities: Considerations and Challenges
Types of Disabilities and Possible Accommodations
Universal Design Principles: A Brief Overview
Evaluating Site Accessibility
Supporting Young Tourists with Disabilities at Dark Tourism Sites
Pre-Visit Resources
On-Site Supports
Post-Visit Supports
Conclusion
References
Part III: Dark Tourism and Interpretation: A Child’s Perspective
Chapter 7: Interpretation for children: Turning horror and hurt into healing and hope
Introduction
Interpretation at dark tourism sites
Interpreting dark tourism sites for children
Impacts of dark tourism on children
Interpreting difficult topics for children: Examples from the field
Interpreting dark tourism sites for children: Suggestions for practice
Conclusion
References
Chapter 8: Understanding Children’s Visits to Difficult Heritage Sites: Children’s Sense of Place
Introduction
What Is Sense of Place?
Children and Their ‘Place’
Children Experiencing Sense of Place at Heritage Sites
Children’s Sense of Place and Dark Tourism
Preparing for a Visit: Considerations for Incorporating Sense of Place
During the Visit: Experiencing Sense of Place
After the Visit: Reflecting on Sense of Place
Conclusion
References
Chapter 9: Difficult Heritage and the Digital Child: Challenges and Opportunities
Introduction
Digital Natives in the Digital World
The Digital Learner
Case Study
Conclusions and Implications
Areas for Exploration
Recommendations for Educators and Curators
References
Part IV: Children within Dark Tourism: Contexts and Experiences
Chapter 10: ‘Why Is It So Fun to Be Scared?’: Entertainment in Dark Tourism
Introduction
Dark Tourism and Children: Toward a Fearful Delight
Recreational Horror
Learning through Play
Recreational Horror as a Means of Managing Fear
Building Friendships through Fear
Conclusion
References
Chapter 11: ‘Edutainment’ in Dark Tourism: Toward a Child’s Perspective
Introduction
Exposing children to death through literature and popular culture
Dark tourism attractions: Toward an education and entertainment orientation
Increasing engagement through the ‘edutainment’ concept
‘Edutainment’ and technology: Toward the art of storytelling
Immersive technologies: Virtual, augmented, and mixed reality
Immersive technologies, human presence, and education
Gaming and immersive storytelling
Future immersive edutainment in dark tourism
Conclusion
References
Chapter 12: ‘Deconstructing Dark History and Difficult Heritage’: Engaging High School Students in the Use of Historiographical Analysis Techniques
Introduction
Teaching dark history and difficult heritage
Trending toward dark history/tourism
A structure for students’ critical analysis: My historiographical analysis technique
The unit: A historiographical analysis of the assassination of President John F. Kennedy
Phase One: Tragedy in Dallas
Phase Two: Inconsistencies in initial reports
Phase Three: The power of (unexpected) visual imagery
Phase Four: Breakout investigations
Phase Five: Weaving together a narrative of difficult heritage
Summary: Toward a historiographical analysis protocol
Conclusion
References
Chapter 13: School Trips: A Unique Form of Student Learning for Dark Tourism Studies
Introduction
A Framework for Studying School Trips: The Contextual Model of Learning
The Personal Context
The Sociocultural Context
The Physical Context
Trends in School Trips
Overnight School Trips
Conclusion
References
Chapter 14: Young People and Dark Commemorative Events: The Centenary of World War One in Australia
Introduction
The Centenary of World War One: An Australian Perspective
Methodology
Findings and Discussion
A National Responsibility to Educate Youth
Catering for Young People
Relevance and Connection
The Challenges of Emotions and Confrontations
Conclusion
References
Chapter 15: Identity and belonging in a dark heritage destination: Perspectives from local children
Introduction
Background
Conceptualizing identity and belonging in childhood
Identity and belonging in a dark heritage destination
Negotiating identity and belonging in a dark heritage destination
Minimum connection
Moderate connection
Maximum connection
Children’s participation in processes of change
Conclusion
References
Part V: Dark Tourism Research and Children: Methodological Approaches
Chapter 16: Ethical Research with Children and Young People: Addressing Complexities in (Dark) Tourism
Adult–Child Power Dynamic
Suggestions for Researchers
Consent
Suggestions for Researchers
Reward and Compensation
Suggestions for Researchers
Respecting Children’s Autonomy
Suggestions for Researchers
Confidentiality, Anonymity, and Privacy
Suggestions for Researchers
Conclusion
References
Chapter 17: Research Methods for Studying Young Tourist Experiences
Introduction
Young tourists’ artifacts
On-site visitor comments
Online reviews
Observations
Surveys
Interviews
Visual methods: Photo elicitation and drawings
Combining methods
Conclusion
References
Chapter 18: Research Collaborations with Schools
Introduction
Types of school partnerships
Identifying and engaging school collaborators
Guideline 1: Trust and credibility are essential for research involving children
Guideline 2: Safeguards protect all parties
Guideline 3: Communication requires an understanding of school culture
Guideline 4: Advance logistical planning identifies both problems and opportunities
Conducting surveys and interviews
Conducting observations
Post-study steps
Conclusion
References
Chapter 19: Co-Research with Youth: A Conceptual Model and Case Study
Introduction
Framework for Co-research with Children
Topic and Aims
Child’s agenda
Child’s role
Child’s consent
Research Design and Data Collection
Planning, design, and participant selection
Data collection
Data Analysis and Interpretation
Ideas and Agendas
Data Sharing
Interpretations
Dissemination
Sharing Findings
Broader Impact
Case Study
Curriculum
Data Collection
Data Analysis
Introduction/Background Section
Conclusion
References
Epilogue: ‘Monsters and Mediating Mortality Moments’: Dark Tourism and Childhood Encounters
The book: toward a synthesis
Final Thoughts
References
Index
