Developing a Course in Indigenous Tourism: A ParticipatoryAction Research Project

Introduction Six of the 94 Calls to Action in the final report by the Truth and Reconciliation Commission of Canada (TRC) appeal to providing equal opportunities in education and employment, creating, and promoting culturally appropriate curriculum, setting up annual reporting system for state funding allocation and the outcomes (TRC, 2015). Progress in achieving TRC Calls to Action in education is ongoing, however far from being complete (Wilson, 2018). Despite the relevance of Indigenous ways of knowing and being (paradigm) for tourism studies, most of the higher education programs in tourism in Canada lack comprehensive learning courses on Indigenous tourism (Joppe et al, 2020). Indigenous cultures have significance globally, and there are around 500 Indigenous tourism businesses in British Columbia (BC) (Government of British Columbia, 2022). Before the COVID-19 pandemic, around 40.000 people were employed by Indigenous Tourism Sector in Canada with half of those jobs located in BC or Ontario (Fisher & Hermus, 2019). In 2017 the Indigenous Tourism sector contributed more than $1.7 billion to Canadian GDP (Fisher & Hermus, 2019). The industry’s short-term development goals include matching pre-pandemic indicators, as well as return of investment to training, which improves opportunities to working with Indigenous Peoples in urban, rural, and remote areas (The Conference Board of Canada, 2023). Nevertheless, Indigenous tourism faces significant risks of misrepresentation and commodification, necessitating care and respect (Higgins-Desboile & Bigby, 2023). It is important for tourism students to understand what Indigenous tourism businesses, as well as Indigenous communities think about and expect from tourism. However, Joppe et al. (2020) highlighted that there is an acute necessity for tourism management programs across Canada to include culturally relevant courses on Indigenous communities, and their governance, as well as socio-economic systems. This study was conducted in a University in BC, Canada. In 2024 this University’s graduate degree tourism program made a commitment to develop an Indigenous Tourism course as a core course. This participatory action research study is a collaborative engagement between Indigenous scholars, knowledge keepers and non-Indigenous faculty members to develop the Indigenous Tourism course curriculum. To achieve this purpose, this study will engage in two inter-related aspects of the inclusion of the Indigenous course program that align with the core elements of Indigenization and Anti-Racist Education (Wolfe, 2006; Alfred 2009; Simpson 2011; Chrona, 2022): 1. Exploring models for co-constructing anti-racist, Indigenous tourism course curriculum under the leadership of Indigenous educators and community members. 2. Cultivating an understanding of Indigenous-centric and Indigenous-driven narratives of tourism experiences and attractions through the course curriculum. Literature Review The decolonization and Indigenization of curriculum in higher education represent transformative opportunities to challenge colonial frameworks and integrate Indigenous ways of knowing into academic spaces. Aligned with the New Research and Monitoring Methodologies sub-theme of the Annual TTRA International Conference, this study proposes a collaborative approach to curriculum development, bridging together Indigenous scholars, educators, students, and subject-matter experts to guide the research process and integrate Indigenous ontologies and epistemology exemplifying their application in contemporary contexts. Indigenous Research Methodologies in Curriculum Content and Pedagogy The inclusion of Indigenous research methodologies in curriculum development is essential for fostering culturally relevant and ethical educational practices. Smith (2012) provides a foundational critique of colonial research paradigms, advocating for Indigenous-led methodologies that prioritize cultural values, community engagement, and self-determination. Kovach (2019) complements this by detailing the Conversational Method, which emphasizes relational accountability, storytelling, and reciprocity as central to knowledge creation. In the context of pedagogy, Carey and Prince (2015) highlight the need for critical engagement between Indigenous and Western epistemologies. Their work draws on Martin Nakata’s concept of the "cultural interface" to advocate for integrated approaches that move beyond binary oppositions. Such frameworks are particularly relevant for designing the Indigenous Tourism course, as they provide strategies for creating inclusive, experiential learning environments. Indigenous Representation in Tourism Education The representation of Indigenous perspectives in tourism education is vital for promoting ethical engagement with Indigenous communities and their histories. Simpson (2004) critiques the appropriation of Indigenous Knowledge (IK) within Western environmental frameworks, advocating for land-based education and intergenerational knowledge transmission. These strategies are essential for profiling Indigenous tourism businesses in a way that respects their cultural, historical, and relational contexts. Calvin et al. (2024) revisit Indigenous tourism research frameworks, highlighting barriers to the adoption of Indigenous research approaches in tourism education. They recommend inclusive and collaborative engagement practices that align with Indigenist methodologies, which emphasizes critical reflection, community empowerment, and long-term benefits over merely having Indigenous scholars lead the research. Similarly, Bellato et al. (2022) advocate for a regenerative approach to tourism that integrates Indigenous knowledge to nurture ecological and social systems. These studies provide valuable insights for incorporating Indigenous histories, cultures, and governance into the curriculum through both content and pedagogy. The literature reviewed in this abstract highlight the transformative potential of decolonizing and Indigenizing curriculum development through collaborative, Indigenous-led approaches. By integrating Indigenous resurgence, methodologies, and participatory practices, this participatory action research project can serve as a model for fostering Indigenization and ethical engagement in a tourism education. However, review of the literature indicates that significant challenges remain, including institutional resistance and the ongoing impacts of settler colonialism. This research will contribute to further refining of collaborative processes and exploring innovative pedagogical strategies that honor Indigenous sovereignty and cultural values. Methodology This research follows a PAR design to bring research community members together to develop an Indigenous Tourism course in a University, BC, Canada. The study focuses on a collaboration of Indigenous and non-Indigenous educators and practitioners, where non-Indigenous participants of the community intentionally seeks to support and learn from an Indigenous-led curriculum building process. The PAR design methodology aims to elevate Indigenous partners to have active control in the curriculum development process (Arnstein, 2019). Indigenous knowledge sources such as the Centre for Education, Teaching and Technology (CTET), Indigenous educators and scholars, members of Indigenous Tourism British Columbia (ITBC), Indigenous Tourism Association of Canada (ITAC), are some of the partners that potentially will be invited to take part in the research community. Furthermore, it is suggested that one (or more) of the early consultation cycles include the faculty members as well to identify what constitutes the foundation of teachings of the field in the program, as well as to identify how the learning outcomes from the new Indigenous Tourism course will tie in with the program holistically. Participatory action research (PAR) - offers the potential for a collaborative and transformative methodology for decolonizing curriculum development. Thinking from a collaboration perspective, PAR – a flexible framework for collective construction of knowledge, and thus may facilitate understanding of what inclusive and anti-racist curriculum should look like (Fang, 2018). Canadian PAR experiences further highlight the potential for using this methodology to support Indigenous-led curriculum development. Weber-Pillwax (as discussed in Kapoor & Jordan, 2009) provides an example of integrating PAR into educational reforms in Northern Alberta. This work emphasizes collaboration with Indigenous communities to address systemic inequities and incorporate local knowledge systems into the curriculum. By prioritizing cultural protocols, relational accountability, and community-driven processes, Weber-Pillwax demonstrates how PAR can challenge colonial power dynamics and foster equitable knowledge production. Within a PAR methodology, data collection is anticipated to include a range of Indigenous research methods which incorporate several workshops dedicated to photovoice exercise, as well as a series of storytelling sessions. Work by Hormel (2016) supports photovoice method, as it was found to be in alignment with Indigenous epistemologies by emphasizing visual storytelling and community ownership of data. Furthermore, Kapoor and Jordan (2009) recommend returning to original interpretation of PAR methodologies that urge researchers to tailor research methods to localized and subaltern perspectives prioritizing community-led knowledge production. The decisions on data collection methods will be made in January 2025 when the PAR community meets, as the approaches to engage in a PAR collaboration will be made by the group. Results This abstract is submitted as part of a master’s degree thesis project that is underway. The PAR study will be finalized in May 2025. Conclusion and Discussion The proposal for this study has been approved and the study has been submitt

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