Children Young People and Dark Tourism

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