Page 100 - World Heritage and Tourism Innovation

Sibiya Thandeka Education and Heritage

Nhlapo (2018) argues that community participa- Teacher Capacitation and Empowerment
tion goes a long way where the community members The teaching of Tourism as school subject, but sig-
have low levels of education because once commu- nificantly as a vocational subject, is not executed in
nity members see a value in the knowledge that they earnest, according to the view of some participants.
possess and begin collaborating with schools in the Previously, the subject did not enjoy the same status
form of capacity building, they can significantly gain as other subjects to qualify learners for university en-
self-esteem (Myende, 2014). This therefore informs trance. This is one of the reasons that contributed to
us that in addition to the heritage asserts that exist in the relegation of the subject to an inferior status com-
communities, it can be the beginning of a long-stand- pared to academic subjects.
ing relationship between communities and schools, if Participants believe that the threat of the subject
utilised meaningfully. For this section of the study, I not being taught justly looms, if a subject is not held in
am presenting the participants views on the contribu- high regard (Chili, 2013; Adukaite et al., 2016). There-
tions of the example of Mount iNhlangakazi. fore, it is paramount that Tourism teachers and school
This mountain lies in the valleys of Ndwedwe. management be capacitated on available ways of el-
It is a pilgrimage mountain of the Nazareth Baptist evating the subject so that it becomes a tool to pros-
Church, founded by Isaiah Shembe, a Zulu prophet per the subject and uplift the status of local heritage.
who holds a special place in the hearts of the mem- In Lebanon and Syria, a study conducted, provides
bers of this church. This church is one of the oldest perspectives on the role of educational institutions in
and largest independent African churches, also known encouraging local development through educational
as an indigenous church, founded around 1910 (Van tourism; Bou (2021).
der Heyden, 2004). The church has Zulu traditions Tourism in South Africa is renowned for its role
and culture at the centre of its doctrine, making the in the economy and its ability as a sustainable labour
mountain a shrine and a heritage site. Apart from attraction (Adukaite et al., 2017). Considering this
that, the Nazareth church is one of the many Zionist view, Tourism teachers and learners, as early as high
churches that sprung up to resist colonial religion, school, should be aware of the subject’s critical role
which rendered it an enemy of missionary work, (Adukaite et al., 2016). According to Adukaite et al.
leading to being labelled as a black nationalist organ- (2017), teachers can implement the curriculum flexi-
isation that was threatening public safety and their bly in deciding which methodologies to adopt. How-
leaders’ charlatans and rebels in disguise, argues Lea ever, such knowledge comes with extensive training
(1924) and Van Wing, (1958). Therefore, the histori- and experience. Generally, Tourism teachers are not
ography of the church describes a strong political, qualified to teach the subject argues Adukaite et al.
religious, and cultural heritage that exists mainly in (2017) and lack innovation, interest, and exposure. To
rural areas. The historiography presents the mountain address the challenge of student apathy regarding the
and the whole religion as heritage, and the commu- subject, we must create relationships with the com-
nity living in Ndwedwe and the schools located there munity to forge a participatory teaching and learning
are said to be the main initiators and beneficiaries of approach to heritage as one of the aspects of the tour-
the heritage. This idea is aligned with the Community ism subject.
Cultural Wealth Theory that acknowledges that Indig-
enous knowledge from the community is worthy for Case Studies
educational purposes (Mahlomaholo, 2012; Graven & The Madikwe Game Reserve in the Northwest Prov-
Schafer, 2013). Such an approach to teaching tourism ince is an example of a successful integrating tourism
is believed to be useful in assisting teachers who some- education with community sustainability. This pro-
times are not adequately trained or lack resources to gramme facilitates the participation of local schools in
gravitate towards learner-centred teaching, which ren- the wildlife conservation, eco-tourism, and economic
ders the subject effectively vocational; Park, (2008). development benefits of sustainable tourism. Through

96 | Proceedings of the 7th UNESCO UNITWIN Conference