Handbook of Teaching and Learning in Tourism
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Handbook of Teaching and Learning in Tourism

Edited by Pierre Benckendorff and Anita Zehrer

This comprehensive Handbook provides an international perspective on contemporary issues and future directions in teaching and learning in tourism. Key topics include assurance of learning, development of skills, learning in the field, work integrated learning, sustainability and critical studies, internationalisation, technology enabled learning, links between teaching and research, and graduate student supervision. Within these topics attention is devoted to the discussion of curriculum, pedagogy, assessment, students, educators and trends and issues. The Handbook provides a valuable resource for understanding teaching and learning theory and practice in tourism.
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Chapter 30: A pedagogy of tourism informed by Indigenous approaches

Freya Higgins-Desbiolles

Abstract

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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