| dc.description.abstract | This work investigates tourism based dog-sledding, and poses two questions: is there an
educative element to this activity? And, if so, is there something particular about this
activity that makes it more suitable for educative experiences? The first premise is
accepted as valid, and a working definition for educative experiences is provided. Dogsledding
is established as a liminal sport, that although increasingly competitive, is
motivated by a set of values that are antagonistic to mainstream competitive sport.
Building from this premise, the author examines several aspects of motivation theory, as
linked to adventure and educational tourism. The argument is made that the liminal and
alternative aspects of dog-sledding fulfill the motivation criteria for several tourism
demographics. Then, to practically examine whether or not tourism based dog-sledding
has an educative effect, interview data from participants in a multi-day dog-sledding
excursion is analyzed. From this analysis, the conclusion is made that there are in fact
educative elements to tourism based dog-sledding, but that these elements reflect more
the spaces that the activity occurs in, rather than the activity itself. | nb_NO |
