Constructing the moral geographies of educational dark tourism

Abstract

ABSTRACT Many dark tourism sites are positioned as a domain for exploring moral judgements and behaviours. This study draws on German students’ narratives of Auschwitz to examine the dark tourism site as an alternate teaching space. Employing thematic analysis of students’ comments to identify the meanings that the students attached to the Auschwitz site, the findings reveal that Auschwitz provided the students with learning opportunities, affirming collective identity, emotional engagement, and moral reflection. Auschwitz was experienced as a moral space imbued with moral judgements. The theoretical concept of moral geographies is valuable for explaining the moral complexities associated with educational dark tourism and informing effective management of dark tourism sites to guide the objectives in educating young people.