Critical Dialogue Research Articles

데리다의 채식주의 비판과 에코페미니즘의 맥락적 채식주의 윤리

This article aims to interpret the implications of the critique of vegetarianism in Derrida’s animal philosophy and to consider it alongside the contextual vegetarian/vegan ethics of ecofeminism in order to propose a new vegetarian ethics that is constantly renewed through critical dialogues. In the current trend of the posthuman or animal turn in the humanities and social sciences at home and abroad, Derrida’s late philosophy of the animal has attracted attention in that it strongly criticizes the anthropocentrism of existing Western philosophy and sharply problematizes the limit and relations between the human and the animal. However, Derrida’s “ambiguous” stance on vegetarianism, a practice that resists meat eating as the most common form of human-animal relationship in modern urban society, is little known in Korea. By introducing Derrida’s position on vegetarianism and the critical dialogues surrounding it, this article argues for a move away from the rule-based and universalist ethics that dominate academic discussions on the topic in Korea. It also seeks to provide a richer theoretical foundation for vegetarianism as a practice that puts the brakes on the global capitalist system that exhausts the lives of humans and nonhuman animals alike, through a connection to ecofeminist ethics that emphasizes the importance of context. In doing so, this study would go a step further than repeating the familiar and valid argument that vegetarianism is not an obligation, and argue that, at least in the specific context of the here and now, practicing vegetarianism as much as possible is “eating well.”

Religious education and people’s perception on the subject: A case of selected secondary schools in Lusaka District, Zambia

Overview: Religious education plays a pivotal role globally, reflecting diverse perspectives and practices across continents. In Africa, religious education intertwines with cultural heritage, shaping moral frameworks and societal norms. The study was conducted in Lusaka district, the capital city of Zambia. Body of Knowledge: The theoretical and practical insights gained from this study contribute to enhancing understanding of the role of religious education in fostering moral and ethical development, promoting intercultural dialogue, and cultivating inclusive educational environments. By addressing the identified challenges and leveraging opportunities for collaboration between schools, families, and communities, stakeholders can work towards creating inclusive educational policies and practices that respect and celebrate religious diversity. Methods: The study employed both the qualitative and quantitative methods and a descriptive survey design that sampled Head teachers, RE teachers, and Pupils of RE. The sample size for this study was 150. Data was obtained from the respondents by means of interviews and questionnaires. This study used descriptive analysis to analyze the data. Tables, graphs and pie-charts were used in combination with the use of software, MS access and MS Excel to analyze data. Results: Religious education plays a significant role in shaping students' moral and ethical values. Despite some skepticism about its relevance in a modern, pluralistic society, the majority of participants including pupils, teachers, and parents viewed religious education positively. They believed it fosters tolerance, empathy, and respect for diverse beliefs. However, there were also concerns about the potential for religious education to become doctrinal rather than educational, emphasizing the need for a balanced and inclusive curriculum that respects all faiths. Recommendation: The study highlighted the importance of training educators to handle religious education in a way that promotes critical thinking and open dialogue, rather than mere indoctrination.

‘It wasn’t just Japanese’: a tertiary language programme to help students prepare for the next stage of life

ABSTRACT The decline in foreign language learners in tertiary education is a concern in many countries. While factors influencing students’ persistence in second language learning have been explored, there has been limited discussion on the potential of language programmes that develop students’ self-formation alongside language learning. This study aimed to understand student experiences in a tertiary Japanese language programme that incorporated language learning with self-formation, and how these experiences influenced the students’ post-graduate life choices. The study was conducted qualitatively, primarily through semi-structured interviews with three students from unconventional educational backgrounds. Data were thematically analysed using transformative learning theory as a theoretical lens. The results revealed key elements of transformative learning, such as disorienting dilemmas, reflection, critical dialogue, and taking actions for change. The process of change was recursive and evolved over time, leading to students’ increased confidence and proactivity. The impact was evident in their post-graduate career choices, which were based on their new perspectives. A supportive environment, exposure to different cultures, and a curriculum combining real-life experiences with socio-cultural discussions effectively facilitated student growth. While this study was conducted in the context of foreign language education, its implications may be applicable to other disciplines.

Countering extremism through islamic education: Curriculum and pedagogical approaches

The research aims to evaluate how Islamic education can counter extremism, focusing on curriculum and teaching methods. It reviews existing literature to identify how Islamic education can promote peace, tolerance, and critical thinking to challenge extremist ideologies. The study outlines the research process, which includes defining objectives, searching academic databases, and selecting relevant studies based on predefined criteria. It analyzes selected literature to identify key findings and gaps, providing insights for educators and policymakers. Key findings suggest that balanced Islamic teachings can reduce support for extremism, emphasizing values like compassion and justice. Critical thinking and interfaith dialogue are crucial in fostering peaceful coexistence. Educator training is vital for navigating sensitive topics and promoting tolerance. Successful educational programs often extend their impact beyond classrooms through community partnerships. The research highlights the need for ongoing evaluation and development of scalable educational interventions. It calls for collaboration among educators, policymakers, and researchers to create comprehensive Islamic education programs that promote peace and counter extremism, ultimately fostering inclusive and resilient societies. The keywords "Islamic education, countering extremism, curriculum, pedagogy, and systematic review" encapsulate the study's focus on educational strategies to combat radical ideologies. Research Highlights: Pedagogical Innovations: Research highlights the significance of integrating innovative pedagogical methods within Islamic education to foster critical thinking and dialogue. Approaches such as experiential learning, role-playing, and interactive discussions empower students to engage with complex religious concepts and challenge extremist ideologies effectively. Community Engagement: Studies emphasize the importance of community involvement in Islamic education initiatives. Collaborative efforts between educational institutions, religious leaders, and grassroots organizations facilitate the development and implementation of culturally relevant programs that promote peace, tolerance, and social cohesion within communities. Long-Term Impact: Research underscores the need for longitudinal studies to evaluate the sustained impact of Islamic education programs on countering extremism. Understanding the long-term effects of these interventions on students' attitudes, behaviors, and community engagement is crucial for informing evidence-based policies and practices. Cross-Cultural Perspectives: Cross-cultural research highlights the diversity of approaches to Islamic education and their effectiveness in different contexts. Comparative studies offer valuable insights into best practices and challenges, informing the adaptation and implementation of educational strategies across diverse cultural and regional settings

Perception of Gender Roles in Modern Art Exhibitions in Nigeria

Purpose: The aim of the study was to assess the perception of gender roles in modern art exhibitions in Nigeria. Materials and Methods: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study indicated that modern art exhibitions have increasingly become a platform for challenging and redefining traditional gender roles. Contemporary artists frequently address themes of gender identity and societal expectations, pushing boundaries and provoking thought. This shift reflects broader cultural movements toward gender equality and fluidity. Exhibitions now often feature works that explore the complexities of gender through various mediums, including painting, sculpture, and digital art. Curators are more consciously inclusive, aiming to represent diverse voices and perspectives. This evolving landscape not only highlights gender disparities but also celebrates non-binary and transgender experiences, fostering a more inclusive and reflective art world. These exhibitions serve as a critical dialogue on the evolving perceptions of gender roles, encouraging audiences to question and rethink preconceived notions about gender in contemporary society. Implications to Theory, Practice and Policy: Feminist theory, social constructionism and postmodernism may be used to anchor future studies on assessing the perception of gender roles in modern art exhibitions in Nigeria. Encourage art institutions to adopt diverse curatorial practices that prioritize equitable representation of artists across genders and identities. Develop and implement institutional policies that prioritize gender diversity, equity, and inclusivity in art exhibitions.

The post-Babel condition: Paul Ricoeur’s translator’s task

ABSTRACT Paul Ricoeur’s ethics of translation has recently inspired a number of authors in Translation Studies. In this article, I argue that the entire scope and potential impact of Ricoeur’s thought on translation theory and practice can only be fully grasped when considering his critical dialogue with previous traditions of thought. This dialogue manifests itself in two rereadings that Ricoeur performs throughout On Translation: Firstly, of the myth of Babel and secondly, of Walter Benjamin’s essay ‘The translator’s task.’ In the first part of this article, I retrace how Ricoeur rejects the traditional idea of Babel as a catastrophic event and instead argues for an understanding of multiplicity as a gift, the ‘human condition’ as it ought to be. In the second part, I explore how Ricoeur, based on this rereading of the Babel narrative, engages with Walter Benjamin’s essay. I argue that it is essentially through a reinterpretation of Antoine Berman’s reading of Benjamin that Ricoeur rearticulates the translator’s task in ethical terms. While this particular constellation between Benjamin and Berman has received little attention, my claim is that it is actually essential for Ricoeur’s idea of translation as ‘linguistic hospitality’ and its potential relevance for Translation Studies.

Power to the People

In the fall of 2022, two professors from two different academic disciplines launched an interdisciplinary undergraduate course named Power to the People: Social Movements in United States History (Power to the People henceforth) at a small private religiously affiliated liberal arts college in the southern United States. The goal of the course was to provide students with a comprehensive background of historical social movements and the strategies and tactics used by the people to make change. In an era and climate where critical race theory, Lesbian, Gay, Bisexual, Transgender, Queer/Questioning, Intersex, Asexual, Two Spirit (LGBTQIA2S+) identities, citizenship status, and other social identities and issues have become political flashpoints, the faculty developers knew this course could incite controversy, yet they also believed it could welcome critical dialogue needed by students preparing to enter careers a society plagued by binaries and divisiveness. Furthermore, the students in these two disciplines expressed interest in this subject matter as it related to their professional pursuits. This article explores a rationale for this course, the experience of teaching an interdisciplinary, team-taught course, the design of the course, pedagogical strategies employed, and it concludes with reflections on challenges and successes from the first year of teaching this course. This article seeks to provide educators with information and ideas for how to broach difficult topics in the college classroom with a collaborative, interdisciplinary course.

Authorship in artificial intelligence‐generated works: Exploring originality in text prompts and artificial intelligence outputs through philosophical foundations of copyright and collage protection

AbstractThe advent of artificial intelligence (AI) and its generative capabilities have propelled innovation across various industries, yet they have also sparked intricate legal debates, particularly in the realm of copyright law. Generative AI systems, capable of producing original content based on user‐provided input or prompts, have introduced novel challenges regarding ownership and authorship of AI‐generated works. One crucial aspect of this discussion revolves around text prompts, which serve as instructions for AI systems to generate specific content types, be it text, images, or music. Despite the transformative potential of AI‐generated works, the legal landscape remains fragmented, with disparate jurisdictional interpretations and a lack of uniform approaches. This disparity has led to legal uncertainty and ambiguity, necessitating a nuanced exploration of originality, creativity, and legal principles in the context of text prompts and resulting outputs. This article seeks to contribute to the ongoing debate by delving into the complexities surrounding AI‐generated works, focusing specifically on the originality of text prompts and their correlation with resulting outputs. While previous literature has extensively examined copyright issues related to AI, the originality of text prompts remains largely unexplored, representing a significant gap in the existing discourse. By analysing the originality of text prompts, this article aims to uncover new insights into the creative process underlying AI‐generated works and its implications for copyright law. Drawing parallels from traditional creative works, such as collages, the article will assess how legal principles apply to AI‐generated content, considering philosophical foundations as well as copyright principles, such as the idea‐expression dichotomy. Furthermore, the article will explore the divergent approaches taken by different jurisdictions, including the United Kingdom, United States, and European Union, in determining originality in the context of copyright law. While refraining from providing definitive answers, the article aims to stimulate critical thinking and dialogue among stakeholders. By offering fresh perspectives and insights, it seeks to enrich the discourse surrounding the copyrightability of AI‐generated works and pave the way for informed policy decisions and legal interpretations. The article aims to contribute valuable perspectives to the ongoing debate on copyright and AI, shaping the future trajectory of intellectual property law in the era of artificial intelligence.

Incentivizing Civic Engagement at Public and Private Universities: Tax Exemptions, Laws, and Critical Dialogues

What are the differences in how public and private institutions of higher education, with religious schools as a subset of private colleges and universities, approach on-campus protests in a framework of civic engagement? Unfortunately, public, private, and religious schools have all restricted opportunities of speech, assembly, and protest, despite in many cases state and federal courts ruling that this is against the law. With the goal of increasing the civic capacities of students at all institutions of higher education, we propose a mechanism of partial revocation of tax exemptions at universities that do not currently uphold a robust understanding of civic engagement opportunities for all students, which will apply to any college or university receiving federal funding, consistent with the constitutional tradition of free speech still exemplified by Brandenburg v. Ohio and the “national policy” test of Bob Jones University vs. United States. In doing so, we build on the critique of exemptions in the recent work of Vincent Phillip Munoz on religious liberty. By opting only for incentives and by not even incentivizing private institutions that continue to restrict civic engagement but that do not accept federal dollars, we affirm and support a mutually beneficial ongoing dialogue among public, private, and religious schools. This dialogue, as it is sharpened and maintained in place by our recommended policies, is also consistent with pluralism as conceptualized by Jacob Levy.

Not Tourism Worldmaking: A Critical Dialogue with Hollinshead and Vellah on Post-Covid-19 Sensible Entanglements

Hollinshead proclaimed tourism worldmaking as the creative/imaginative and often false/faux processes that management agencies and mediating bodies use to favor particular representations of places and people. While this remains valid at an organizational level, the COVID-19 pandemic has radically (and maybe also hopefully) changed the very regimes of sensory apprehension on which tourism is based, thus also suggesting that we rethink the worldmaking aspects of its postindustrial creation (rather than production and consumption chains). Considering some recent discussions on what may happen to tourism after the end of the pandemic I claim that: 1) we should begin by reassessing the realm of the sensible, 2) talk more about “travel worldmaking”, and 3) reconsider the centrality of the traveler’s emotional work during world travels. The thesis develops at the intersection of the “must” (urgency to sustain), the “ought” (call to respect), and the “desire” (drive to enjoy). It calls for a reassessment of worldmaking agency as a structured form of action, which gestures towards a durable change in sensible entanglements between humans and the world. I engage in a critical collegial dialogue with Hollinshead and Vellah’s thesis that tourism as a postcolonial or postindustrial moment per se contributes to postidentity. Instead, I argue that after the COVID-19 event (among other viral worldmaking events threatening to eliminate humanity), world travelers resort to what is deemed accessible through their sensory capabilities within structured conditions. Tourism is thus also reimagined at a sensible level separately from the organizational/institutional processes that Hollinshead and Vellah placed center stage in their thesis.

Iconic illustrations initiate critical dialogues among heterosexual men who then develop critical consciousness around homophobia and sexism: A qualitative study

Iconic illustrations initiate critical dialogues among heterosexual men who then develop critical consciousness around homophobia and sexism: A qualitative study

On heritage pharmacology: Rethinking ‘heritage pathologies’ as tropes of care

This article develops the concept of heritage pharmacology as an encompassing critical framework in order to radically recast the interactions and efficacies of heritage as a particularly potent pharmacology of care. I critically engage with Stiegler's philosophic reflections On Pharmacology, which builds on Derrida's work and recasts pharmacology – a term usually reserved for that branch of the biomedical sciences dealing with drugs and their interactions and efficacies – in order to draw out the ‘curative-toxic’ dimensions at play in wider care tropes. By placing core concepts and practices of heritage and pharmacology in critical dialogue, my aim as heritage critic is to gain mutual insights into ‘care’, as that which links together the two domains of heritage and health, as otherwise distinct discourses, concepts, technics, and practices. My specific intervention rethinks the crucial role of ‘heritage pathologies’ and the underpinning memory-work at play within these tropes while grounding these in a case study of Jerusalem Syndrome (JS). I argue that it is the dynamic of heritage pathologies, best crystallized in JS debates, that invests us in the wider Stieglerian quest/ion of ‘pharmacology’, as a concern with ‘what makes life worth living’. Such quests ultimately take this article into the realpolitik of Palestine.

Investigating the Linguistics Features, Impacts, and Corresponding Strategies of Translation in Feminist Literature

With the growing interest in feminism, feminist translation has become an important field of study. This review provides a comprehensive analysis of feminist translation, focusing on its impact, linguistic characteristics, translation strategies, and applications. It explores how feminist translation critically engages with language to address gender biases and patriarchal norms. The analysis underscores the significance of feminist translation in promoting gender equality and empowering marginalized voices. The discussion on linguistic characteristics highlights how feminist translation scrutinizes gendered language, stereotypes, and linguistic bias. It emphasizes the need to challenge the use of gender-specific terms and advocates for more inclusive language practices. Alternative strategies, such as gender-inclusive language and cultural adaptation, are examined as effective means to challenge linguistic biases and promote equality. Furthermore, the examination of translation strategies delves into the interventions employed by feminist translators. These strategies aim to disrupt patriarchal narratives, expose gender biases, and foster critical dialogue. They include amplifying women's visibility and agency, introducing alternative readings, and incorporating cultural adaptations. The applications of feminist translation in various domains are explored, revealing its impact and transformative potential. Specifically, in literature and arts, feminist translation amplifies marginalized voices, challenges traditional gendered narratives, and facilitates cross-cultural exchange. In legal and political discourse, it addresses gender biases in laws and policy documents. Additionally, feminist translation plays a role in media and activism, disrupting harmful representations and promoting social justice. Feminist translation emerges as a dynamic and transformative practice that confronts gender biases, challenges oppressive discourses, and advocates for gender equality. It recognizes the power of language to shape societal norms and actively employs strategies to subvert gender biases within translation.

Navigating Emotional Discomfort in Developing Equity-Driven School Leaders: A Conceptual-Pedagogical Framework

Background Given that K-12 schools necessitate leaders who can advance equity and justice, preparation programs in higher education institutions have prioritized the development of equity-oriented school leaders. However, there has been relatively limited exploration of pedagogical approaches that equip educational leaders to navigate adverse emotional responses and utilize their discomforting emotions as a source of transformation toward equity-oriented principles. When negative emotions are suppressed and/or unexplored within leadership development programs, adult learners will likely miss crucial opportunities for personal growth and transformative change. Purpose This theoretical article aims to enhance and expand existing scholarship on the pedagogies of emotional discomfort by developing a conceptual-pedagogical framework for preparing equity-driven school leaders. Conceptual Model We explore the role of emotions in/as learning, drawing insights from the learning science literature, and analyze empirical studies in leadership education to unravel how and why discomforting emotions are triggered and operationalized when learning about racism and inequities. We present a framework, the pedagogy of discomfort toward critical hope, drawing on scholarly work bridging emotional discomfort and critical pedagogy, and exemplified by various examples of pedagogies of discomfort. Building on this foundation, we introduce an emotional scaffolding design centered around three concepts: generating discomfort to make oppression and privilege visible, guided emotion participation for engaging critical reflection and dialogue, and appraising emotions with metacognitive and meta-affect tools. Discussion and Implications This article extends the scholarship on teaching and learning for developing equity leaders by bridging insights from learning science and critical pedagogy.

Participation in Critical Dialogues With Illustrative Images Increases Knowledge About COVID-19 Prevention: A Mixed Methods Longitudinal Approach

This intervention study uses community-based participatory research (CBPR) and longitudinal design to examine changes in COVID-19 prevention knowledge over time (3 time points) among racially minoritized participants ( n = 38). The intervention comprised critical dialogues alongside an illustration used to engage participants in conversations about socioeconomic conditions affecting acquisition of COVID-19 knowledge. Quantitative data showed that COVID-19 prevention knowledge was higher for participants who completed the intervention. Qualitative data were used to illustrate the context under which participants experienced COVID-19 pandemic, how they received COVID-19 prevention information, and how they engaged in decision-making around COVID-19 protective behaviors. Contributions to mixed method research: The combination of CBPR, repeated measures, and critical dialogues (with and art form) in intervention research.

Critical Dialogue and Capacity-Building Projects Reduced Alcohol and Substance Use in a Randomized Clinical Trial Among Formerly Incarcerated Men

Background: Rates of alcohol and/or substance use (ASU) among residents of predominantly Black and marginalized communities are similar to ASU rates in White communities. Yet ASU has worse consequences in predominantly Black and marginalized communities (e.g., higher incarceration). Objective: We randomized participants to one of 16 intervention conditions using a 24 full factorial design to optimize a multilevel intervention reducing ASU among 602 formerly incarcerated men with substance-use-disorders (SUD). Candidate intervention components included (1) critical dialogue (CD; six weekly 2-hour-long group sessions vs. no CD sessions), (2) Quality of Life Wheel (QLW; six weekly 1-hour-long group sessions vs. no QLW sessions), (3) capacity building projects (CBP; six weekly 1-hour-long group sessions vs. no CBP sessions), and (4) delivery by a trained peer versus licensed facilitators. Outcome was percentage of days in which participants used alcohol, cocaine, opioid, and/or cannabis in previous 30 days. Results: Intent-to-treat analysis did not meet a priori component selection criteria due to low intervention attendance. After controlling for intervention group attendance (percentage of sessions attended), peer-delivered CD and CBP produced statistically and clinically significant main and interaction effects in ASU over 5 months. Per the multiphase optimization strategy framework, we selected peer-delivered CD and CBP for inclusion as the optimized version of the intervention with a cost of US$1,380 per 10 individuals. No adverse intervention effects occurred. Conclusion: CD and CBP were identified as the only potentially effective intervention components. Future research will examine strategies to improve attendance and test the optimized intervention against standard of care in a randomized-controlled-trial.

Using Photovoice to Improve Engagement in Community Health Assessments Addressing Behavioral Health.

Behavioral health disorders are well-known to have close links with the social determinants of health, yet little is known about how impacted communities perceive these links. Qualitative participatory methods can not only provide insight into how communities conceptualize these relationships but also empower those with lived experience to contextualize their perspectives and formulate calls to action. This study used Photovoice as a participatory method to supplement the Clark County Health Department Community Health Assessment and determine priority facilitators and barriers contributing to the behavioral health of Clark County, KY, residents. A secondary aim was to gain a greater understanding of how the Photovoice methodology impacts community engagement efforts in Community Health Assessments. Twenty-three Clark County residents participated in four Photovoice groups involving five weekly sessions, which included photograph "show and tell," critical group dialogue, participatory analysis, and planning for dissemination. Secondary analysis of Photovoice focus group discussions revealed behavioral health facilitators and barriers were most influenced by (1) public sector unresponsiveness, (2) strong partnerships formed between community and grassroots organizations, and (3) the siloed division of responsibility between agencies and across sectors. The authors also found the Photovoice method successfully enhanced engagement and empowered those with lived experience to frame their perspectives of the behavioral health landscape. This project has implications for enhancing community engagement and empowerment in behavioral health-focused public health assessments and shaping policy to promote multi-sector collaboration.

Politics at Play: TikTok and Digital Persuasion in Zimbabwe's 2023 General Elections

Zimbabwe's August 2023 elections were held against the backdrop of outcry over the outcomes of previous elections, which opposition political parties accusedthe ruling Zimbabwe African National Union-Patriotic Front party of rigging. Access to the public media is among the issues of contestation. Opposition political parties claim that they are not given equal space for campaigning purposes. Social networking sites such as X (formerly Twitter) and Facebook have recently provided spaces for political communication, where all parties have unfettered access to the electorate. Recently, TikTok has emerged as a popular social networking site, rivaling established applications in terms of its uptake, particularly among youths. Research on the social media application suggests that it is largely used for trivial purposes and does not contribute to critical dialogue. However, lately there is evidence that TikTok is being used for “serious” purposes, including activism. The study sought to find out how political actors in Zimbabwe used the TikTok platform for political communication in the run-up to the 2023 elections. The paper also examines the nature of digital persuasion on TikTok and how this enriches or trivialises political discourse. Findings show that TikTok was used to urge Zimbabwean youths to register to vote as well as to provide visual evidence of the good and the bad associated with particular political parties, as they competed for voters. It was used as a politainment tool, combining political messaging with the entertainment affordances of TikTok.

Exploring the Potential for Cultural Humility in the Evolving Field of Mixed Methods Research

The field of mixed methods research embraces diversity and encourages researchers to combine different perspectives, approaches, and methods to achieve meaningful insights. Navigating such rich diversity can pose challenges that can benefit from ongoing, critical self-reflection. This article introduces the concept of cultural humility in the context of mixed methods research. We aim to enhance understanding of how cultural humility can foster awareness and encourage constructive critique of assumptions, policies, and practices in the field of mixed methods research. This article serves as a foundational resource for mixed methods researchers, practitioners, and scholars to embrace cultural humility in the field. We close with a set of prompts to spark critical self-reflection and dialogue within the field.

Are our voices now heard? Reflections on Indigenous tourism research

More than a decade ago, Nielsen and Wilson (2012) developed the ‘Critical Typology of Indigenous Tourism Research’ in this very publication, the Journal of Hospitality and Tourism Management. They argued that Indigenous voices are rarely heard in tourism research that is dominated by White, western academics. Critical tourism scholars are still echoing this sentiment today, calling attention to the need for Indigenous tourism research to be led by Indigenous peoples. This research commentary rethinks and reframes the typology, presenting an Indigenised model, the ‘Spectrum of Indigenous Engagement’. This contemporary model presents four approaches: blind, superficial, collaborative and Indigenist, illustrated by recent examples of Indigenous tourism research. The paper draws attention to scholars who are effectively implementing innovation and inclusive methods of Indigenous engagement, and identifies barriers to the widespread adoption of Indigenist research approaches. Above all, this paper seeks to provoke increased reflexivity and critical dialogue within the Indigenous tourism research community.