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Protected Tourism Areas as Pedagogical Arenas: A Resource–Knowledge–Subjectivity Framework for Analysing Educational Practices.

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Title: Protected Tourism Areas as Pedagogical Arenas: A Resource–Knowledge–Subjectivity Framework for Analysing Educational Practices.
Authors: Wang, Rui1,2 (AUTHOR), Kumar, Sameer2 (AUTHOR) sameer@um.edu.my
Source: European Journal of Education. Mar2026, Vol. 61 Issue 1, p1-14. 14p.
Subject Terms: *Environmental education, *Teaching methods, *Contextual learning, Ecotourism, Nature parks
Abstract: Protected natural areas such as parks, reserves and eco‐tourism zones are increasingly recognised not only as ecological assets but also as educational spaces. Yet, existing studies often fail to capture the complex interplay between the material environment, the forms of knowledge transmitted, and the shaping of learner subjectivities. This paper proposes a conceptual and methodological framework—the Resource–Knowledge–Subjectivity (RKS) model—to analyse how educational practices in protected areas are constructed, negotiated and experienced. Drawing on educational space theory, curriculum and knowledge governance, and theories of environmental subject formation, the RKS model conceptualises protected areas as pedagogical arenas where nature is curated as a resource, environmental knowledge is selectively framed, and participants are positioned as ecological subjects. The paper details each dimension of the framework and visualises their interrelations through an integrated conceptual model and tension map. It further outlines methodological strategies for applying the framework in diverse settings, including national parks, school field trips, community‐managed reserves and eco‐tourism environments. By illuminating both synergies and tensions across dimensions, the RKS model provides researchers and educators with a tool for more critically engaged and context‐sensitive inquiry into environmental learning. This theoretical contribution invites future empirical research that attends to space, knowledge and subjectivity as co‐constitutive elements of environmental education in natural settings. [ABSTRACT FROM AUTHOR]
Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Protected Tourism Areas as Pedagogical Arenas: A Resource–Knowledge–Subjectivity Framework for Analysing Educational Practices.
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  Data: <searchLink fieldCode="AR" term="%22Wang%2C+Rui%22">Wang, Rui</searchLink><relatesTo>1,2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Kumar%2C+Sameer%22">Kumar, Sameer</searchLink><relatesTo>2</relatesTo> (AUTHOR)<i> sameer@um.edu.my</i>
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  Data: <searchLink fieldCode="JN" term="%22European+Journal+of+Education%22">European Journal of Education</searchLink>. Mar2026, Vol. 61 Issue 1, p1-14. 14p.
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  Data: *<searchLink fieldCode="DE" term="%22Environmental+education%22">Environmental education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br /><searchLink fieldCode="DE" term="%22Ecotourism%22">Ecotourism</searchLink><br /><searchLink fieldCode="DE" term="%22Nature+parks%22">Nature parks</searchLink>
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  Label: Abstract
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  Data: Protected natural areas such as parks, reserves and eco‐tourism zones are increasingly recognised not only as ecological assets but also as educational spaces. Yet, existing studies often fail to capture the complex interplay between the material environment, the forms of knowledge transmitted, and the shaping of learner subjectivities. This paper proposes a conceptual and methodological framework—the Resource–Knowledge–Subjectivity (RKS) model—to analyse how educational practices in protected areas are constructed, negotiated and experienced. Drawing on educational space theory, curriculum and knowledge governance, and theories of environmental subject formation, the RKS model conceptualises protected areas as pedagogical arenas where nature is curated as a resource, environmental knowledge is selectively framed, and participants are positioned as ecological subjects. The paper details each dimension of the framework and visualises their interrelations through an integrated conceptual model and tension map. It further outlines methodological strategies for applying the framework in diverse settings, including national parks, school field trips, community‐managed reserves and eco‐tourism environments. By illuminating both synergies and tensions across dimensions, the RKS model provides researchers and educators with a tool for more critically engaged and context‐sensitive inquiry into environmental learning. This theoretical contribution invites future empirical research that attends to space, knowledge and subjectivity as co‐constitutive elements of environmental education in natural settings. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
  Label:
  Group: Ab
  Data: <i>Copyright of European Journal of Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1111/ejed.70403
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        Text: English
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        Type: general
      – SubjectFull: Teaching methods
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      – SubjectFull: Contextual learning
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      – SubjectFull: Ecotourism
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              Text: Mar2026
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              Y: 2026
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