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Despite well-established links between travel, learning and education in tourism studies, there is scant discussion around the ways in which “trouble” emerges and unfolds in experience-based and field course-learning scenarios. This exploratory research aims to understand this neglected aspect of tourism education, drawing attention to its pedagogical value and to debate the purpose of trouble within the field. Specifically, we examine written and drawn memories of trouble encountered by tourism educators who lead and organise field courses. Analysis of findings reveal that unintended instances can become purposeful for both students and educators. We also highlight some of the strategies used by educators to capitalise on trouble, supporting reflection, adopting different personas, and in some cases intentionally creating “trouble”. This paper encourages educators to stay with, or more specifically to sway towards trouble, imparting insights around how to create purpose from trouble thereby inspiring educators to facilitate more critically oriented tourism field courses.

Cultivating deep learning in field-based tourism courses: finding purpose in “trouble”