Touring the Indigenous or transforming consciousness? : reflections on teaching Indigenous tourism at University
Date
2007
Authors
Higgins Desbiolles, B.F.
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Journal article
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Australian Journal of Indigenous Education, 2007; 36(S1):108-116
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<jats:p>Abstract
The role of the non-Indigenous educator and researcher
in education on Indigenous issues is becoming the subject
of critical scrutiny. Indigenous academics are successfully
turning the gaze on non-Indigenous peers and practices.
This paper narrates some of the experiences of a
non-Indigenous educator teaching an undergraduate elective
Indigenous tourism course. The educator has attempted to
respect the principles of an evolving Indigenist paradigm
in the development, running and review of the course. In
particular, the educator consulted with Indigenous
academics and leaders in the development of the course and
its curriculum; privileged Indigenous voices throughout the
curriculum (in readings, audio-visuals, guest lectures and
tutorial exercises); and facilitated student interaction
with the local Indigenous community and land.
My work as a non-Indigenous educator in the new academic
field of tourism studies is currently pivotally important
because Indigenous academics are not yet asserting their
claim to this field. In my attempts to adhere to an
Indigenist paradigm I aim to create important opportunities
to ensure appropriate discourse and encourage Indigenous
academics into the field. In relation to appropriate
discourse and learning, student feedback so far indicates
important transformations in consciousness are occurring.
However, the problematic of the non-Indigenous educator
speaking for Indigenous peoples as “essentialised Others”
remains a key concern. While the tensions between
Indigenous and non-Indigenous in the conduct of Indigenous
education are real and important, this work in the teaching
of Indigenous tourism suggests that the resolution of
tensions require alliances and shifts in power.</jats:p>
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