Edited by Pierre Benckendorff and Anita Zehrer
Chapter 30: A pedagogy of tourism informed by Indigenous approaches
This chapter offers an analysis of recent developments fostering the embedding of Indigenous content in the tourism curriculum. It is derived from both conceptual understandings and empirical work, based on: deep engagement with Indigenist research and pedagogy; experience in developing and offering an undergraduate course on the subject of the interface between tourism and Indigenous peoples; and a critical engagement with the literature on these issues. The justification for engaging in embedding Indigenous content in the tourism curriculum is largely twofold: a recognition of Indigenous rights and their application to tourism studies, and the multiple and significant benefits Indigenous perspectives and knowledges may offer the tourism field. As a result of more than ten years of offering this course, the chapter offers a set of recommendations for embedding Indigenous content in the tourism curriculum which have been developed from the experiences, insights and pedagogical learnings. These findings are particularly useful for institutions and groups who wish to consider the possibilities, best practices and benefits of embedding Indigenous content in their curriculum. But the example set in this niche of tourism studies does hold wider implications for the larger field of tourism studies. As argued here, engagement with Indigenous perspectives and worldviews shifts the focus of the curriculum from conventional tourism concerns of tourist demand and product development, to rights of host communities, social capacities of tourism and alternative paradigms. Thus it is argued here that engagement with the Indigenous interface with tourism can offer pathways to new perspectives which promise much for the development of tourism knowledge.
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