[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-599072-105":59,"doc-detail-599072-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","adapting-curriculum-for-a-changing-context-place-based-pedagogies-in-tourism","Adapting Curriculum for a Changing Context - Place-Based Pedagogies in Tourism","","The paper examines how curricular redesign in Canadian post-secondary tourism education can strengthen intercultural learning by grounding teaching in place-based, place-responsive pedagogies. It draws on students’ reflections to show how domestic and international learners develop a deeper understanding of multiple perspectives on local landscapes, including Indigenous and non-Indigenous viewpoints. The analysis frames interculturalization rhetoric against lived classroom experiences and proposes student-centred, reflective learning conditions to reduce divisiveness and stereotypes.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adapting-curriculum-for-a-changing-context-place-based-pedagogies-in-tourism/599072/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adapting-curriculum-for-a-changing-context-place-based-pedagogies-in-tourism/599072.png","ImageObject",300,407,{"name":92,"@type":93},"kopisore","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main focus of the paper?","Question",{"text":112,"@type":113},"It focuses on adapting tourism-related curricula through place-based pedagogies to support intercultural learning in Canadian post-secondary education.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the paper connect intercultural learning with the concept of place?",{"text":117,"@type":113},"It argues that learning grounded in local landscapes helps students understand multiple perspectives, including Indigenous and non-Indigenous viewpoints.",{"name":119,"@type":110,"acceptedAnswer":120},"Why does the paper emphasize student-centred learning rather than teacher-transmitted knowledge?",{"text":121,"@type":113},"It highlights that meaningful engagement requires learning conditions that co-exist with real-world experiences, enabling reflection, dialogue, and empathy.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},599072,1792900876,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":52,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},962090880963,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Adapting Curriculum for a Changing Context: Place-Based Pedagogies in Tourism  \nRobin Elizabeth Reid  \nThompson Rivers University  \nChanging demographics at post-secondary institutions in Canada provide opportunities for intercultural learning. Curricular design that engages domestic and international students can result in new ways of knowing, seeing, and understanding multiple perspectives ofand connections to place. This paper draws on students’ reflections to highlight the effectiveness ofplace-based and interculturalpedagogies in cultivating a deeper understanding of multiple perspectives of local landscapes, including those of indigenous, nonindigenous, domestic and international students. This is particularly relevant to the study of tourism, an inherently place- based discipline.  \nL’évolution des caractéristiques démographiques dans les établissements postsecondaires du Canada représentel’occasion d’un apprentissage interculturel. Le design curriculaire qui inclut la participation des étudiants canadiens et étrangers peut susciter de nouvelles façons de connaître, d’observer et de comprendre les perspectives multiples et les relations au lieu. Le présent article puise dans les réflexions des étudiants pour souligner l’efficacité des pédagogies interculturelles axées sur la dimension locale en approfondissant la compréhension des perspectives multiples et des paysages locaux, y compris les paysages des Autochtones, des non-Autochtones et des étudiants canadiens et étrangers. Voilà qui est tout particulièrement pertinent pour l’étude du tourisme, un domaine d’études intrinsèquement lié au lieu.  \nAs a university tourism professor, I stand at  \nan intersection where I am in place and  \nstudents come to me; after experiencing the social and historical diversity of their adopted community and those of their classmates, they then go back out into the wider world, hopefully with abroader, deeper view of their own and others’cultures. This is especially important in the evolving context of Canadian post-secondary education.  \nBetween 2008 and 2016, Canadian universities have seen an 87% increase in international enrollments, asocial and geographical response to the targeted recruitment strategies of many Canadian institutions (Gov’t of Canada, 2017) . Such an increase in cultural  \ndiversity requires continued engagement with students of many different cultural backgrounds, educational experiences and communication styles. A major challenge in this context is understanding how  \nthe rhetoric of internationalisation,  \ninterculturalisation and mobilisation at the institutional level translates into the students’ lived experiences on campus and in the classroom. Studies from Australia, the United Kingdom and the United States concur that the presence of cultural diversity on our campuses does not necessarily mean that there is a higher level of intercultural learning among students (Bennett, 2012; Knight, 2011; Leask, 2010) . Simply sharing a classroom or campus does not automatically result in successful cultural learning  \nand without proper guidance and conducive conditions may in fact result in divisiveness and entrenched stereotypes (Allport, 1954; Arkoudis, et al, 2010; Pettigrew & Tropp, 2006) .  \nFrom an educator’s perspective, this challenge due to changing demographics can provide opportunities for new ways of knowing, seeing, and experiencing the world. Deardorff (2015) maintains that in order for meaningful engagement to occur, there must bea shift from teacher-transmitted knowledge to learner-centred learning, allowing for student experiences and education to co-exist in real-world contexts. Most students have travelled somewhere in their lives and through this movement have come into contact with those who haven’t moved or travelled as much. Curricular design that purposefully draws on student experiences to engage domestic and international students in meaningful dialogue with each other can result in heightened ","cbCaigJMgyvPFmEP","https://ap.wps.com/l/cbCaigJMgyvPFmEP","pdf",1071908,"English","# Introduction\n## Intercultural learning in changing Canadian demographics\n## Place-based and intercultural pedagogies in tourism\n## Student-centred learning and intercultural competence models\n## Internationalization strategy at Thompson Rivers University (TRU)","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"It focuses on adapting tourism-related curricula through place-based pedagogies to support intercultural learning in Canadian post-secondary education.\"},{\"question\":\"How does the paper connect intercultural learning with the concept of place?\",\"answer\":\"It argues that learning grounded in local landscapes helps students understand multiple perspectives, including Indigenous and non-Indigenous viewpoints.\"},{\"question\":\"Why does the paper emphasize student-centred learning rather than teacher-transmitted knowledge?\",\"answer\":\"It highlights that meaningful engagement requires learning conditions that co-exist with real-world experiences, enabling reflection, dialogue, and empathy.\"}]","Adapting Curriculum for a Changing Context - Place-Based Pedagogies in Tourism | PDF",1792088121,25]