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The first book to address how teachers can build more inclusive, reflexive and socially just approaches to tourism education. This book aims to disrupt the dominance of Western ways of being, thinking and knowing and blends critical theory with practical strategies, focusing on who teaches tourism, what knowledge is prioritised and how students can co-create learning. Drawing on global case studies and innovative pedagogies, the book demonstrates how to amplify Indigenous and marginalised voices, diversify knowledge systems and reimagine assessment and practice in tourism education. The volume launches a challenge to pervasive Eurocentric educational models and advances decolonisation pedagogies which dismantle the processes and practices inherited from colonialism that have shaped the study of tourism and offers a different pedagogic paradigm. It brings together pedagogy, curriculum, assessment and disciplinary dimensions of tourism into a coherent volume that provides a consistent narrative while showcasing diverse perspectives, making it both academically rigorous and an invaluable tool for educators, students and institutions worldwide.