Frontline Leisure::Securitizing tourism in the War on Terror

This article argues that the terrorist bombings of hotels, pubs and nightclubs in Bali in October 2002, and in Mombasa one month later, were inaugural moments in the post-9/11 securitization of the tourism industry. Although practices of tourism and terrorism seem antithetical – one devoted to travel and leisure, the other to political violence – this article argues that their entanglement is revealed most clearly in the counter-terrorism responses that brought the everyday lives of tourists and tourism workers, as well as the material infrastructure of the tourism industry, within the orbit of a global security apparatus waging a ‘war on terror’. Drawing on critical work in international relations and geography, this article understands the securitization of tourism as part of a much wider logic in which the liberal order enacts pernicious modes of governance by producing a terrorist threat that is exceptional. It explores how this logic is reproduced through a cosmopolitan community symbolized by global travellers, and examines the measures taken by the tourism industry to secure this community (e.g. the physical transformations of hotel infrastructure and the provision of counter-terrorism training).

English Language Education at University: Trends and Challenges in Teaching and Learning Academic Discourse in the UK

This chapter discusses English Language Education at university and highlights a number of trends and their associated challenges in teaching and learning academic discourse. Academic discourse refers to the ways in which language is used by participants in academia. It encompasses written discourse, from article and book publishing, PhD theses to course assignments; spoken discourse, from study groups, tutorials, conference presentations to inaugural lectures; and more recently, computer-mediated discourse, from asynchronous text-based conferencing to academic blogs. The role of English language educators in preparing students and academics for successful participation in these academic events, or the academy, in English is not to be underestimated. Academic communication is not only vital to an individual’s success at university, but to the maintenance and creation of academic communities and to scientific progress itself (Hyland, 2009). This chapter presents an overview of academic discourse and discusses recent issues which have an impact on teaching and learning English at university and discusses their associated challenges: first, the increasing internationalisation of universities. Second, the emergence of a mobile academe in its broadest sense, in which students and academics move across traditional geopolitical, institutional and disciplinary boundaries, is discussed. Third, the growth of UK transnational higher education is examined as a trend which sees academics and students vicariously or otherwise involved in English language teaching and learning. Fourth, the chapter delves into the rapid and ongoing development in technology assisted and online learning. While responding to trends can be difficult, they can also inspire ingenuity. Furthermore, such trends and challenges will not emerge in the same manner in different contexts. The discussion in this chapter is illustrated with examples from a UK context but the implications of the trends and challenges are such that they reach beyond borders.

Multimodal Education for Very Young Learners

Invited Plenary Speaker

Fashioning a city of culture: ‘life and place changing’ or ’12 month party’?

The current trend in public policy is to valorise culture as a tool for social, economic and political transformation. This paper offers a direct contribution to debates that seek to unpack and problematise cities of culture. We adopt a more circumspect approach towards some aspects of the anticipated transformative powers of culture, and in particular the tendency to fetishize the economics of culture. Our empiricism is grounded in a detailed study of Derry~Londonderry as the inaugural UK City of Culture in 2013. We question whether City of Culture was ‘life and place changing’ or a ’12 month party’, and reveal different interpretations of success. In our view there is more potential in viewing culture as a peace resource for overcoming divisions in a socially and culturally segregated city, rather than its ability to tackle entrenched economic problems. Moving beyond the specifics of the case study we also provide lessons for future cities of culture and more generalizable insights for the academic and policy literatures.