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Tourism Curricula and Indigenous Learning Outcomes Marion Joppe* School of Hospitality, Food and Tourism Management, University of Guelph, Ontario, Canada

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Tourism Curricula and Indigenous Learning Outcomes Marion Joppe* School of Hospitality, Food and Tourism Management, University of Guelph, Ontario, Canada rism & ou H OPEN ACCESS Freely available online f T o o s l p a i t n a r l i t u y o J Journal of Tourism & Hospitality ISSN: 2167-0269 Mini Review Tourism Curricula and Indigenous Learning Outcomes Marion Joppe* School of Hospitality, Food and Tourism Management, University of Guelph, Ontario, Canada ABSTRACT Although hospitality and tourism students in business programs are taught to develop and market product that meets the needs of various demand segments by playing on the “authentic” cultural and heritage elements of destinations, they are rarely exposed to underlying justice and ethics concerns, especially as they pertain to Indigenous populations. In a settler colonial country such as Canada, it is imperative that students are exposed to the underlying justice and ethics concerns of commoditizing cultural and heritage elements of destinations, especially as they pertain to Indigenous populations. This paper takes a closer look at the process of developing and embedding Indigenous Learning Outcomes in a tourism business program and the underlying principles for designing a more inclusive community engagement process. The case is that of the Tourism-Travel and Eco-Adventure program at Confederation College in Thunder Bay, Ontario, Canada. Keywords: Tourism curriculum; Indigenous learning outcomes; Indigenization; Canada INTRODUCTION Although tourism would appear to be an obvious study area for embedding an appreciation of traditional knowledge and processes The author would like to start by acknowledging the dedication [7], no university level programs had made a deliberate effort and generosity of the Negahneewin Council members, who to develop Indigenous cultural competency in its students [8]. gifted the Indigenous Learning Outcomes (ILOs) (Table 2) that However, are the subject of this paper to Confederation College in Thunder Bay, Ontario, Canada. The College is situated on the Confederation College in Thunder Bay, Canada was identified shores of Lake Superior which is in Robinson-Superior Treaty as a leader in Indigenous education and that is in the process of territory and is the traditional home of the Anishnaabeg. implementing a comprehensive vision for the transformation of the institution informed by Indigenous community engagement The release of the report by the Truth and Reconciliation and its learning community, with the two-year Tourism Diploma Commission of Canada [1] raised awareness of the trauma being the most advanced in this regard. The purpose of this study Indigenous people have suffered from colonization, residential was therefore to document the process, challenges encountered schooling and loss of cultural identity. In response to its calls and overcome as well as perceptions of effectiveness of the ILO to action, Indigenous culture is slowly gathering momentum implementation. as an important study area, not only in its own right, but as an adjunct to many others [2,3]. To date, the main efforts by post- LITERATURE REVIEW graduate institutions have concentrated on increasing Indigenous representation among faculty, staff and students, at times with the In Canada, the interest in Indigenous tourism by both governments creation of centres that provide support services to Indigenous at all levels eager to promote a ‘novel’ product and Indigenous students and/or a variety of Indigenous studies courses [4,5] refer communities themselves looking for economic development to as Indigenous inclusion. For non-Indigenous students these opportunities has grown significantly in recent years [9-11], to courses are rarely part of their core curricula. Where hospitality the point where demand is outpacing the availability of staff and and tourism programs exist at the post-graduate level, they tend to the development of infrastructure, increasing the risk of cultural be concentrated in faculties of business or management due to this appropriation and inauthentic experiences [12]. However, the industry’s growing economic importance globally since tourism country has only recently taken significant steps to decolonize its now generates 10.3% of world GDP [6]. post-secondary sector [3]. Correspondence to: Marion Joppe, School of Hospitality, Food and Tourism Management, University of Guelph, Ontario, Canada, E-mail: [email protected] Received: Janaury 21, 2021, Accepted: February 04, 2021, Published: February 11, 2021 Citation: Joppe M (2021) Tourism Curricula and Indigenous learning Outcomes. J Tourism Hospit. S1:003. Copyright: © 2021 Joppe M. This is an open-access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. J Tourism Hospit, Vol.10 Iss. 1 No:00 1 Joppe M OPEN ACCESS Freely available online Table 1: Indigenous learning outcomes. Outcome Knowledge Skills Attitudes 1.1. Examine the key elements of • Appreciate the importance of North American Indigenous and • Cosmos/Creation stories historical context Western worldviews • Decision-making by • Recognize and respect people’s 1.2. Investigate Indigenous approaches consensus diversity 1. Relate principles of to decision making • Pimatisiwin principles • Openness to individual Indigenous knowledge to 1.3. Compare Indigenous and Euro- • Justice differences career field Canadian approaches to justice • Traditional dispute • Be socially responsible and 1.4. Examine traditional approaches resolution contribute to your community to health and wellness • Traditional medicines • Willingness to learn 1.5. Relate principles of Indigenous • Values lifelong learning knowledge to community wellness • Post-colonial theory and decolonization 2.1. Contrast perceptions of • Appreciate the importance of • Marginalization and colonialism historical context dispossession of 2.2. Relate colonial policies to • Recognize and respect people’s Indigenous communities contemporary Indigenous contexts diversity 2. Analyze the impact of • Residential school 2.3. Analyze examples of • Openness to individual colonialism on Indigenous experiences assimilationist policies in relation to differences communities • Agricultural displacement Indigenous families • Be socially responsible and of Indigenous farming 2.4. Analyze contemporary assertions contribute to your community families of Indigenous sovereignty, self- • Willingness to learn • Self-determination determination and sustainability • Values lifelong learning principles 3.1. Apply concepts of responsibility • Appreciate the importance of to community development • Principle of responsibility historical context 3.2. Create a code of ethics based on among Indigenous • Recognize and respect people’s 3. Explain the relationship the Anishnaabe Seven Grandfather societies diversity between land and identity Teachings • The Anishnaabe Seven • Openness to individual difference within Indigenous 3.3. Relate examples of oral tradition Grandfather Teachings • Be socially responsible and societies of Indigenous people in relation to • Connection between land contribute to your community the land and identity • Willingness to learn 3.4. Investigate the significance of • Values lifelong learning traditional ecological knowledge • Demographics: local, • Appreciate the importance of regional, provincial, 4.1. Examine inclusion and diversity historical context national from an Indigenous perspective • Recognize and respect people’s • Indigenous views of 4.2. Analyze Canadian perceptions of diversity 4. Compare Indigenous inclusion inclusion and diversity • Openness to individual and Canadian perceptions • Colonialism, settler 4.3. Explain the effect of Canada’s differences of inclusion and diversity governments and multicultural policies on Indigenous • Be socially responsible and immigration people contribute to your community • Multiculturalism in 4.4. Examine theories of social change • Willingness to learn Canada • Values lifelong learning • Social change 5.1. Investigate the concept of racism • Appreciate the importance of • Government legislation 5.2. Analyze legislation and historical context • Constitutional government policies related to racism • Recognize and respect people’s recognition of Indigenous 5.3. Examine current and historical diversity 5. Analyze racism in peoples examples of racism in relation to • Openness to individual relation to Indigenous • The Canadian Charter of Indigenous peoples differences peoples Rights and Freedoms 5.4. Examine common • Be socially responsible and • Representation and the misrepresentations of Indigenous contribute to your community media people • Willingness to learn • The meaning of privilege 5.5. Analyze the concept of privilege • Values lifelong learning J Tourism Hospit, Vol.10 Iss. 1 No:00 2 Joppe M OPEN ACCESS Freely available online • Political discourse between Indigenous 6.1. Describe current formalized • Appreciate the importance of people and various levels approaches to reconciliation historical context of government 6.2. Analyze the effects of the Truth • Recognize and respect people’s • Political advocacy by and Reconciliation Commission of diversity 6. Generate strategies for Indigenous leaders and Canada • Openness to individual reconciling Indigenous communities 6.3. Distinguish between self- differences and Canadian relations • Truth and Reconciliation determination and self- governance • Be socially responsible and Commission 6.4. Formulate strategies towards the contribute to your community • Approaches to reconciliation
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