Creating space for indigenous knowledges: considerations for aboriginal cultural tourism education

In post-secondary environments within Canada and around the world, institutional shifts are changing the landscape to create space for indigenous knowledges.The changes are reflected not only in the physical environment, but are also seen in the intellectual landscape with the creation of new faculties, programs, and courses providing for indigenous research and discourse resulting in more comprehensive ways of knowing and understanding the world.This qualitative research study unfolds the story of the Aboriginal Youth Ambassador Cultural Interpreter training program in preparation for the opening of the Squamish Lil'wat Cultural Centre in Whistler, British Columbia.It focuses on instructional design and learning processes by weaving materials developed throughout the process with the perspectives of instructors, program managers, post-secondary administrators, and funders.Structured using the instructional systems design framework known best by the acronym ADDIE, each chapter contains a series of observations and recommendations designed to positively affect all aspects of indigenous cultural tourism education.The study suggests that: increased indigenous control of training and education funding, a provincially mandated requirement that post-secondary institutions demonstrate organizational readiness to serve indigenous communities, articulation of indigenous tourism programs and courses, and clear evaluative reporting indicators, significant changes can be made.These changes have the potential to enhance individual experiences, support community-based development activities, improve institutional effectiveness and promote innovative industry practices.The study concludes that creating space for indigenous knowledges will result in stronger, healthier academic environments further empowering students, faculty, and administrators; positively contributing to academia, local communities and strengthening the fabric of Canadian society.iv DEDICATION For the people in my life who through their guidance, friendship, wonderful meals, humour, warmth and love have helped me to recognize that the power to realize our dreams -to learn from the past and to know what is important for the future is within uswe just need to take the time to listen.To my parents, Suzanne and Graham Pask who instilled in me the belief that a life lived with integrity, dedication and hard work is one well-lived.I am grateful for your encouragement, support, and example.To Rachel and Nicholasthe long nights and early chatty mornings, the crazy dancing, tickle attacks, cuddling, bird watching, backyard soccer, science experiments and knock-knock jokeseverything you doeverything you areyou make it perfect.v ACKNOWLEDGEMENTS Osieum and K kwstum ckacw to the Skwxwú7mesh and Lil´wat7úl Chiefs, elders, cultural educators, students, and community members who have enabled me to embark on this journey to begin to understand the depth, strength, beauty, and vitality of your distinct cultures.It is with a great sense of humility and honour that I recognize the ability to receive these ideas and present the knowledge that has been shared by formal and informal knowledge keepers.The lessons that I have learned about the importance of love, respect and humour; the meaning of community, and the sense of peace that comes from knowing the physical and spiritual environment around us, and how these important rich deep systems are inextricably connected to culture, this is just a start of what has enriched my life in so many ways.I am forever changed.

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