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Service Learning, Sustainable Development, and the Tourism Sector in Conflict-Affected Bamyan, Afghanistan

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Service Learning, Sustainable Development, and the Tourism Sector in Conflict-Affected Bamyan, Afghanistan University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 2021 SERVICE LEARNING, SUSTAINABLE DEVELOPMENT, AND THE TOURISM SECTOR IN CONFLICT-AFFECTED BAMYAN, AFGHANISTAN Kelly Elizabeth Franklin Follow this and additional works at: https://scholarworks.umt.edu/etd Let us know how access to this document benefits ou.y Recommended Citation Franklin, Kelly Elizabeth, "SERVICE LEARNING, SUSTAINABLE DEVELOPMENT, AND THE TOURISM SECTOR IN CONFLICT-AFFECTED BAMYAN, AFGHANISTAN" (2021). Graduate Student Theses, Dissertations, & Professional Papers. 11786. https://scholarworks.umt.edu/etd/11786 This Dissertation is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact [email protected]. SERVICE LEARNING, SUSTAINABLE DEVELOPMENT, AND THE TOURISM SECTOR IN CONFLICT-AFFECTED BAMYAN, AFGHANISTAN By KELLY ELIZABETH FRANKLIN M.S. Aquaculture & Aquatic Resource Management, Asian Institute of Technology, Pathum Thani, Thailand, 2012 B.S. Resource Conservation, University of Montana, Missoula, MT, 2006 Dissertation presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Systems Ecology The University of Montana Missoula, MT May 2021 Approved by: Scott Whittenburg, Graduate School Dean Dr. Sarah J. Halvorson, Chair Department of Geography Dr. Fletcher Brown Department of Teaching and Learning, Environmental Studies Program Dr. Dean McGovern The University of Utah, Bennion Center Dr. Keith Bosak Department of Society and Conservation Dr. Elizabeth Covelli Metcalf Department of Society and Conservation © COPYRIGHT by Kelly Elizabeth Franklin 2021 All Rights Reserved ii Franklin, Kelly, Ph.D., Spring 2021 Systems Ecology Service learning, sustainable development, and the tourism sector in conflict-affected Bamyan, Afghanistan Chairperson: Dr. Sarah J. Halvorson Abstract Widespread consensus among the tourism and development studies literature suggests that higher education plays a key role in the achievement of sustainable tourism development. However, discussions on approaches to teaching sustainability in tourism at the higher education level are underdeveloped, especially in conflict-affected contexts. To address this gap, this study combines an examination of tourism stakeholders’ perceptions of inclusive and sustainable tourism development for a small tourism sector in Bamyan, Afghanistan, with an innovative approach to teaching sustainability in a tourism higher education program. Using mixed qualitative methods, this dissertation first examines tourism stakeholders’ perceptions of inclusive and sustainable tourism development, where I identified the importance of hospitality, gender empowerment, cultural heritage, and nature in tourism planning and education. Secondly, I document findings from a 2-year-long case study of a service learning (SL) course designed to teach sustainability and values-based competencies for tourism students at Bamyan University. This dissertation is conceptually informed by the theoretical literature on inclusive tourism, sustainability education, values of respect, and conflict-affected contexts. Chapter 2 assessed tourism stakeholders’ experiences and perceptions of sustainable tourism development to provide recommendations for tourism implementation strategies and teaching sustainability in tourism higher education programs. Chapter 3 discussed the key design elements of the SL curriculum for tourism students at Bamyan University. Chapter 4 evaluated the impacts of SL on teaching tourism students sustainability competencies. Our results showed how the SL experience led students to self-discovery and strong conceptualizations of sustainability and built students’ social relationships with community stakeholders. Chapter 5 expands on the impacts of the SL course discussed in Chapter 4 to assess how the instructional approach of the SL course contributes to students’ values-based learning outcomes and building students’ relationships within the community. Results showed how the teachers and students shaped the course and defined their own values-based learning outcomes founded on themes of respect for autonomy, equality, and culture. In sum, this dissertation provides valuable information for developing effective tourism education programs, relationships of respect between teachers, students, and community stakeholders, and the empowerment of students to contribute to local solutions which serve a role in stabilization efforts in conflict-affected contexts. iii ACKNOWLEDGEMENTS There are many people who have helped me and motivated me along this PhD journey. Thank you to my Chair, Dr. Sarah J. Halvorson, for your continuous guidance, dedication, and collaboration during my program. A special thank you to my committee members, doctors Fletcher Brown, Dean McGovern, Keith Bosak, and Elizabeth Covelli Metcalf, who made this experience enriching and positive. I would like to acknowledge the valuable guidance and feedback made by doctors Gretchen McCaffrey, Catherine Filardi, and Amy Ratto Parks from the UM Writing and Public Speaking Center. Gratitude is expressed to the University of Montana’s Department of Geography, Systems Ecology Graduate Program, and the Global Engagement Office. Thank you (tashakur) to the Chancellor of Bamyan University, Dr. Abdul Aziz Mohibbi, Vice Chancellor of Student Affairs, Mohammad Reza Ibrahim, and previous Chancellor, Masuma Khawary. Thank you to the faculty of the Department of Tourism and lecturers at Bamyan University who have taught the service learning (SL) course and provided suggestions on the design, implementation, and assessment of the course, specifically respectful Hekmat Habibullah, Mohammad Taqi Taqaddausi, Sayeed Abdul, Ghazrat Sarabi, and Mohammad Naeem Lali. All of you have been an inspiration and I am honored to have shared this educational experience with you and your students. I would like to acknowledge the field assistance and translation support of Fatima Ahmadi, Jawad Mosavi, and Rauf Rahimi. My data analysis was informed by our continuous discussions. To all the 141 students who participated in the SL course during the pilot year and the two years during my research, thank you for your dedication, efforts, and constructive feedback. I thank the tourism stakeholders and other community members of Bamyan Province who shared their stories, invited me into their homes, and participated in this research. I appreciate the logistical support and collaboration from friends and colleagues of the United Nations Environment Programme (UNEP). I would also like to specifically acknowledge Seedlings of Change for their support for the SL course through their mini grants. To my board of directors of Sustainable Smiles and donors, 2021 is now the sixth academic year the course has been taught at Bamyan University, and this course offering would not have been possible without your support. To my family and friends who supported me during my travels and the writing process, I could not have pursued this challenging adventure without you. Notes on authorship * In this dissertation, I use the pronoun “we” in recognition and appreciation of the contributions of my collaborators and coauthors. iv TABLE OF CONTENTS Abstract ..................................................................................................................... iii ACKNOWLEDGEMENTS ....................................................................................... iv TABLE OF CONTENTS .............................................................................................v TABLES .................................................................................................................... ix FIGURES ....................................................................................................................x CHAPTER 1: Introduction ...........................................................................................1 Scientific goal, aims, and research questions ................................................................5 Identifying goal, aims, and research questions ..............................................................6 Conceptual framework .................................................................................................7 Personal reflections and methodological implications ................................................. 10 Organization of the dissertation .................................................................................. 14 References ................................................................................................................. 17 CHAPTER 2: Tourism Stakeholders’ Perceptions of Inclusive and Sustainable Tourism Development in Bamyan, Afghanistan ........................................................ 21 Abstract ..................................................................................................................... 21 Introduction ............................................................................................................... 22 Inclusive and sustainable tourism development ....................................................... 25 The tourism sector in Bamyan, Afghanistan...........................................................
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