ABSTRACT
While in recent years power theory has become a popular topic of research in critical event studies and in relation to marginalised communities in particular, bringing it to the classroom and discussing it with Event Management students can be a challenge. The aim of this chapter is to critically reflect on how power and empowerment theory were taught to final year Event Management students at the University of Hertfordshire, UK, during the autumn term 2021–22. As such, this chapter is focused on best practice teaching around particular issues that community event organisers may face and how to overcome them. Based on personal experience as a Senior Lecturer in Event Management, observations in class and feedback from students, five stages of applying a research-led approach to teaching are identified. It is argued that a lot of flexibility and different learning activities to suit different types of learners were required, but through fully immersing the students in the topic, they experienced a sense of “empowerment” themselves.
