Gathered by the Kinu Tourism Project
The following are pre-existing resources gathered, not created by the Kinu Tourism Project. Thank you to our contributing partners.
Indigenous Tourism Resources
Fenwick, Jesso, A. M., Chaisson, A., Benoit, C., Benoit, E., Chaisson, L., Brooks, M., Kerfont, M., Chaisson, S., & Chaisson, A. (2021). Visiting with our Mi’kmaq elders: Cape St. George, Newfoundland (Fenwick, Interviewer). Benoit First Nation.
Florence. (2015). Righting Canada’s Wrongs Residential schools: The Devastating Impact on Canada’s Indigenous Peoples and the Truth and Reconciliation Commission’s Findings and Calls for Action. James Lorimer & Company.
Heldt Cassel, S., & Miranda Maureira, T. (2015). Performing identity and culture in Indigenous tourism – a study of Indigenous communities in Québec, Canada. Journal of Tourism and Cultural Change, 15(1), 1-14. Taylor & Francis Online.
Lynch, M. F., Duinker, P., Sheehan, L., & Chute, J. (2010). Sustainable Mi’kmaw cultural tourism development in Nova Scotia, Canada: examining cultural tourist and Mi’kmaw perspectives. Journal of Sustainable Tourism, 18(4), 539-556. Taylor & Francis Online.
Lynch, M. F., Duinker, P., Sheehan, l., & Chute, J. (2011). The demand for Mi’kmaw cultural tourism: Tourist perspectives. Tourism Management (1982), 32(5), 977-986. Elsevier.
Maher, P. T., MacPherson, S., Doucette, M. B., Tulk, J. E., & Menge, T. (2018). Sustainability, ethics, and authenticity in indigenous tourism: The case of eskasoni cultural journeys on goat island. Journal of Aboriginal Economic Development, 11(1), 90-106. ProQuest.
Meuse-Dallien. (2016). L’nuk–the people: Mi’kmaw history, culture, and heritage. Nimbus Publishing.
Ryan, & Aicken, M. (2005). Indigenous tourism: the commodification and management of culture (1st ed.). Elsevier.
Sable, Francis, B., Lewis, R. J., Jones, W. P., & Jones, W. P. William, P. (2012). The language of this land, Mi’kma’ki. Cape Breton University Press.
Yanchyk. (2020). Seeing Canada. Cape Breton, Nova Scotia. Brandy Y Productions.
Cape Breton University. (2023). Two Eyed Seeing | Institute for Integrative Science and Health. Retrieved January 12, 2023.
Government of Canada; Crown-Indigenous Relations and Northern Affairs Canada. (2022). Truth and reconciliation commission of Canada. Government of Canada; Crown-Indigenous Relations and Northern Affairs Canada. Retrieved January 12, 2023.
Guides: Indigenous studies: Truth & reconciliation. Truth & Reconciliation – Indigenous Studies – Guides at Mount Saint Vincent University. (2023). Retrieved January 12, 2023.
Heuvel, C., & Wright, T. (2020). Atlantic Canada Indigenous Tourism Study. Joint Economic Development Initiative.
Indigenous Tourism Association of Canada. (2022). Retrieved January 12, 2023.
Indigenous Tourism Association of New Brunswick (ITANB). (2022). Retrieved January 12, 2023.
Isadore, H., & Dorey, C. (2022). Cultural tourism. Kwilmu’kw Maw-klusuaqn – we are seeking consensus. Retrieved January 12, 2023.
Kwilmu’kw maw-klusuaqn. (2023). Kwilmu’kw Maw-klusuaqn – we are seeking consensus. Retrieved January 12, 2023.
Morrison, M., & Jourdain, N. (2019). Final report. MMIWG. Retrieved January 12, 2023.
NSITEN. (2022). Retrieved January 12, 2023.
Newfoundland and Labrador Indigenous Tourism Association. NLITA. (2023). Retrieved January 12, 2023.
Prince Edward Island. Indigenous Tourism Association of Canada. (2023). Retrieved January 12, 2023.
United Nations. (2007). United Nations for indigenous peoples | indigenous peoples. United Nations. Retrieved January 12, 2023.
Whitman, Z. (2020). The rights of the Mi’kmaq. Kwilmu’kw Maw-klusuaqn – we are seeking consensus. Retrieved January 12, 2023.
Indigenous Voices Land Acknowledgement, Sheridan SOURCE: Indigenous Voices – Land Acknowledgement (2020). YouTube. Retrieved January 12, 2023.
- In this 3-minute video, Stephen Paquette of the Indigenous Education Council eloquently explains why we do land acknowledgements. (2020)
The Mi’kmaq Journey, CBC Nova Scotia: Land & Sea: The Mi’kmaq journey (2017). YouTube. Retrieved January 12, 2023.
- From the CBC program Land & Sea, this 22-minute video presentation explores Mi’kmaq cultural heritage, including the serendipitous discovery of ancient artifacts near Debert, NS, and the plans to build a cultural center and museum near that site. This video also highlights the importance of historical and cultural contributions from Mi’kmaw Elders. (2017)
We Are All Treaty People, Nova Scotia Government “We are all Treaty People” (2019). YouTube. Retrieved January 12, 2023.
- The 13-minute video presentation describes “the joint commitment between the Mi’kmaw community and the Province of Nova Scotia to deliver Treaty Education to all classrooms, grades, and schools; to the general public; and to all public servants across Nova Scotia.” (2019)
Atlantic Indigenous Tourism Research Report, September 2023
- This report aims to provide readers with an insight into Atlantic Indigenous Tourism. It includes an analysis of the markets (Canadian and Atlantic Indigenous Tourism), industry standards and best practices, supports and resources, and a gap analysis. It also shares stakeholder engagement findings (values, barriers, positives, and opportunities). Finally, recommendations are made based upon market analysis and stakeholder engagement findings.
Admissions + programs. Admissions + Programs | University of Alberta. (n.d.). Retrieved January 12, 2023.
- This is a free open online course that is offered through the University of Alberta. It includes 12 lessons of content on Indigenous history and contemporary issues in Canada. There is an option to enroll in the free MOOC or to enroll in the paid version of the course which includes a certificate of completion.
Aicken, M., & Ryan, C. (2005). Indigenous Tourism: The Commodification and Management of Culture (1st ed.). Taylor & Francis Group.
- Discusses opportunities, through Indigenous tourism, of cultural renaissance, income generation and enhanced political empowerment. Discusses the possible costs of creating commodities out of aspects of life that previously possessed spiritual meaning. Examines issues from different perspectives in product design and enhancement; of the aspirations of various minority groupings and the patterns of displacements that occur and the social and cultural. Case studies are offered from different parts of the world and attempts to voice the concerns for Indigenous people
Cardinal, T., & Clarkson, A. (2004). Our story: Aboriginal voices on Canada’s past. Doubleday Canada.
- Collection of stories written by some of the country’s most celebrated Aboriginal writers teaching pivotal events in history. Ten acclaimed authors have travelled through the country’s past to discover the moments that shaped the nation and its people. Draws on skills of storytellers, and the unique perspectives their heritage affords and tackles a wide range of issues and events. Authors are novelists, playwrights, journalists, activists and artists.
Cote-Meek, S. (2014). Colonized classrooms: Racism, trauma and resistance in post-secondary education. Fernwood Publishing.
- Discusses how Indigenous students confront narratives of colonial violence in the postsecondary classroom, while they are also living and experiencing colonial violence daily. Cote-Meek analyzes interviews with Indigenous students, teachers, and Elders to show how colonization and its violence are not a distant experience but is being negotiated across Canada every day.
Hanson, A., & Danyluk, P. (2022). Talking circles as Indigenous pedagogy in online learning. Teaching & Teacher Education, 115, N.PAG.
- Article examines how to incorporate talking circles in online teaching in a respectful manner. The article shows the steps that go into developing talking circles, the rules behind using a virtual talking circle and what methods are more effective for students. The teacher can incorporate a virtual circle and assign students “seats” within the circle that the students can view, and each student knows when it’s their turn to speak in the class.
Hausknecht, S., Freeman, S., Martin, J., Nash, C., & Skinner, K. (2021). Sharing Indigenous Knowledge through intergenerational digital storytelling: Design of a workshop engaging Elders and youth. Educational Gerontology, 47(7), 285–296.
- Using technology to preserve culture. Digital storytelling and how to preserve stories, songs, and art. Details in a study show the effectiveness of Elders storytelling for both Elders and students. Benefits of digital storytelling.
Ragoonaden, K., & Mueller, L. (2017). Culturally Responsive Pedagogy: Indigenizing Curriculum. Canadian Journal of Higher Education, 47(2), 22–46.
- How the Medicine Wheel can be incorporated into curriculums for a variety of programs. Explains the Medicine Wheel and how it differs between communities.
Reid, R. E. (2019). Adapting Curriculum for a Changing Context: Place-Based Pedagogies in Tourism. Collected Essays on Learning & Teaching, 17, 36–45.
- The article discusses how to change the classroom environment, so it is a safe intercultural learning space. The study examines intercultural experiences of students from Thompson Rivers University (TRU) that is working to increase their inclusion of indigenous cultures in their university experiences. Place based education is an immersive learning experience that places students in local heritage, cultures, landscapes, opportunities, and experiences and uses these as a foundation for many subjects across the curriculum. The university has a second-year tourism course entitled People, Places, and the Toured Landscape. The study questions students and obtains their feedback and course-related assignments. Place-based assignments include intercultural perspectives of place to strengthen student capacity for understanding, empathy, and mutual respect across cultures are particularly relevant with respect to the Truth and Reconciliation Commission’s (TRC) calls for Canadian educational institutes to include Indigenous perspectives and lived experience of place. The study demonstrates the adaptive changes that were made to TRU’s tourism courses (such as incorporating guest speakers)
Rigney, L., Garrett, R., Curry, M., & MacGill, B. (2020). Culturally Responsive Pedagogy and Mathematics Through Creative and Body-Based Learning: Urban Aboriginal Schooling Education & Urban Society, 52(8), 1159–1180.
- Explains Creative and Body-Based Learning (CBL) as an embodied learning experience that represents a pedagogical shift toward understanding the body as a vehicle of learning. Development of creative ways of thinking and is shown to support complex understandings of concepts through divergent and lateral thinking.
Walton, P., Byrne, R., Clark, N., Pidgeon, M., Arnouse, M., & Hamilton, K. (2020). Online Indigenous University Student Supports, Barriers, and Learning Preferences. International Journal of E-Learning & Distance Education, 35(2), 1–45.
- Identifies strategies to increase the persistence of Indigenous students taking online courses. Conducted and online survey to ask Indigenous students to identify barriers and supports. Most students preferred and did better in blended courses with online components compared to courses without it. Students prefer having control of their interactions with media and what format they prefer for projects. Having more video recordings is shown to be less effective as they are seen as more time consuming than live presentations. Indigenous students report good relationships with faculty, but that the courses did not create positive social environments.
Zeppel, H. D. (2006). Indigenous ecotourism: Sustainable Development and Management. Oxford University Press.
- Indigenous ecotourism is discussed as a nature-based tourism approach and examines the key principles of conservation and community benefits from Indigenous-owned and operated ecotourism businesses and joint ventures. Indigenous tourism is compared in developing countries and provides global case studies. The book analyzes key factors and constraints for sustainable development of Indigenous ecotourism and explores the growing links with biodiversity, conservation, ecotourism, and Indigenous rights.