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 particularly imperative that these topics are addressed and that students learn about Indigenous ways of knowing, being and doing to ensure that they have the necessary cultural competencies to build a respectful relationship with Indigenous populations, wherever their career may take them. The goal of this research is to provide a deeper understanding of the process of developing and embedding Indigenous Learning Outcomes in a tourism business program and to suggest 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. The College has been recognized as a leader in Indigenous education and that is in the process of implementing a comprehensive vision for the transformation of the institution informed by Indigenous community engagement and its learning community.

尽管商务课程中的款待业和旅游业学生被教导通过开发目的地的“真实的”文化和遗产元素来开发和营销满足各种需求细分市场需求的产品，但他们很少面临潜在的正义和道德问题，尤其是在他们属于土著居民。在像加拿大这样的殖民殖民地国家，必须解决这些问题，让学生了解土著人的知识，生活和行为方式，以确保他们具备必要的文化能力，以与当地人建立尊重的关系，无论在哪里他们的职业可能会带走他们。这项研究的目的是更深入地了解在旅游业商业计划中开发和嵌入土著学习成果的过程，并提出用于设计更具包容性的社区参与过程的基本原则。案例是加拿大安大略省桑德贝的联邦大学的“旅游–旅行和生态冒险”计划。该学院已被公认为土著教育的领导者，并且正在实施一项全面的愿景，以通过土著社区的参与及其学习社区为基础的机构转型。