Abstract

This study examines the nature of European volunteer tourists’ experiences at Elephants World, Thailand as well as whether and/or to what extent such experiences foster a sense of global citizenship among them. It used an interpretive paradigm and a qualitative research approach. The informants included 21 volunteer participants from European countries. A combination of semi-structured interviews and participant observation was used to gather data. Data were then analysed via a thematic analysis technique, revealing that the experiences of the volunteer tourists were a mixture of general wildlife experiences, experiences related to self-development, and experiences fostering a sense of global citizenship. However, the last dimension of experience was found to represent only the soft mode of global citizenship. Five main obstacles were found to limit the volunteer tourists to become the critical global citizens: language barriers, their short period of participation, the intention and willingness of the volunteer tourists to learn about the root causes of problems in the destination country/host community, the active participation of wider groups of local people, and the volunteer tourists’ colonial perspective. These issues should be carefully by host organisations and sending organisations.

Highlights

  • Global citizenship is a concept originally arising from discussion about the role of education in inspiring and cultivating students to become globally-minded persons (Morais & Ogden, 2010; Standish, 2012)

  • Research methodology This study examined the experiences of European tourists participating in a volunteer tourism programme at ElephantsWorld, Kanchanaburi Province, Thailand, as well as whether and/or to what extent such experiences foster a sense of global citizenship among these volunteer tourists

  • Based on the data analysis, the experiences of the volunteer tourists were found to be mixed of general wildlife experiences, experiences related to self-development, and experiences fostering a sense of global citizenship

Read more

Summary

Introduction

Global citizenship is a concept originally arising from discussion about the role of education in inspiring and cultivating students to become globally-minded persons (Morais & Ogden, 2010; Standish, 2012). A widely used approach is to consider global citizenship as attitudes or mindsets that drive awareness of global crises, and demonstrate individuals’ responsibilities towards humans and non-humans ( those in their own countries), by engaging in development activities (Bowden, 2003; Dill, 2013; Gray, Meeker, Ravensbergen, Kipp, & Faulkner, 2017; Morais & Ogden, 2010; Reysen & Katzarska-Miller, 2018; Woolf, 2010). This perspective on global citizenship is adopted in this research. The concept of global citizenship has been promoted in overseas study (Wynveen, Kyle, & Tarrant, 2012), gap year projects, and international tourism with the aim of using these activities to encourage students to acquire a global consciousness on existing and possible problems beyond their nations (Jakubiak & Lordache-Bryant, 2017; Lyons, Hanley, Wearing & Neil, 2012), seeing themselves as obligated to resolve these problems (Standish, 2012) by actively playing a part in relevant development issues to make the world a more equal and sustainable place (Butcher, 2017)

Methods
Results
Conclusion
Full Text
Published version (Free)

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call