The “Ecotourism Curriculum” and Visitor Learning in Community-based Ecotourism: Case Studies from Thailand and Cambodia

Theorising visitor learning in ecotourism

“…The assumption here is that adventure ecotourists, as a particular sub-population of adventure tourists at large, are motivated not only by the desire to experience physical and mental challenges, but also by the opportunity to learn about nature and environmental issues. The third form of ecotourism, community-based ecotourism, is included because it is particularly rich in learning experiences, not only for visitors, but also for local community members (Higgins-Desbiolles, 2009;Nepal, 2004;Reimer & Walter, 2013;Walter, 2009c;Walter & Reimer, 2012). In the main, this form of ecotourism involves deep visitor interaction not only with the natural environment (as in adventure ecotourism), but also with local people and their culture (Walter, 2009c(Walter, , 2011a.…”

“…Walter Krasny, 2011;Henderson & Potter, 2001;McKenzie, 2000) can be drawn and productively applied to learning in this form of ecotourism. Scholarship on visitor learning in community-based ecotourism is relatively undeveloped, with a few notable exceptions (Colton & Harris, 2007;Walter, 2009c;Walter & Reimer, 2012). This section of the paper first positions visitor learning in wildlife, adventure and community-based ecotourism, respectively, within a typology of five philosophical traditions in environmental education for adults (Walter, 2009b).…”

“…The sense of a connection to nature, and transcendence found in adventure ecotourism is expanded in community-based ecotourism to include an appreciation for the belief systems, knowledge and ecological practices of indigenous and local peoples. Educational processes in community-based ecotourism may also be Humanist: 'pedagogies' of ecotourism can include storytelling, dance, preparing food, eating, rituals and music, each conveying environmental, cultural and livelihood knowledge to visitors (Walter & Reimer, 2012). The human relationships formed as a result of longer term stays in a community, often in the homes of local people, also comprise an obvious, but vital Humanist learning dimension to community-based ecotourism.…”

“…In general, community-based ecotourism offers 'deep' experiences both in wilderness areas and with local peoples. Where homestays are the central attraction, the relationships among visitors and hosts (who are usually guides, operators and service-providers as well) are intensified, with relatively deep personal interaction and cross-cultural exchange common (Reimer & Walter, 2013;Walter, 2009c;Walter & Reimer, 2012). In traditional indigenous territories, community-based ecotourism may operate directly within the wilderness areas in which an indigenous people live, following customary rules of environmental and cultural stewardship.…”

Young Farmers’ Perceptions about Forest Management for Ecotourism as an Alternative for Development, in Puebla, Mexico

“…Some of the benefits observed from the implementation of ecotourism projects are the protection of forest ecosystems [2] as a source of water [3], wildlife conservation [4], cultural appropriation, and gender equity [5]. In addition, ecotourism has been instrumental for environmental education and consciousness in urban areas, and has also served as a promoter of community participation and preservation of cultural traditions [6,7]. These benefits, along with perceived extra income, seem to be an incentive for small rural communities who desire to improve their quality of life.…”