Re-casting terra nullius design-blindness: better teaching of indigenous knowledge and protocols in Australian architecture education Tucker, Richard, Choy, Darryl Low, Heyes, Scott, Revell, Grant and Jones, David 2016, Re-casting terra nullius design-blindness: better teaching of indigenous knowledge and protocols in Australian architecture education, International journal of technology and design education, In Press, pp. 1-20, doi: 10.1007/s10798-016-9389-5. Attached Files Name Description MIMEType Size Downloads Title Re-casting terra nullius design-blindness: better teaching of indigenous knowledge and protocols in Australian architecture education Author(s) Tucker, Richard orcid.org/0000-0001-9989-251X Choy, Darryl Low Heyes, Scott Revell, Grant Jones, David orcid.org/0000-0003-3990-5520 Journal name International journal of technology and design education Season In Press Start page 1 End page 20 Total pages 20 Publisher Springer Place of publication Berlin, Germany Publication date 2016 ISSN 0957-7572 1573-1804 Keyword(s) indigenous knowledge systems Australian architecture education built-environment Summary This paper reviews the current status and focus of Australian Architecture programs with respect to Indigenous Knowledge and the extent to which these tertiary programs currently address reconciliation and respect to Indigenous Australians in relation to their professional institutions and accreditation policies. The paper draws upon the findings of a recently completed investigation of current teaching: Re-Casting terra nullius blindness: Empowering Indigenous Protocols and Knowledge in Australian University Built Environment Education. Three data sets from this investigation are analysed: a desktop survey of Australian Built Environment curricula; workshops with tertiary providers and students, professional practitioners and representatives of three Built Environment professional institutes; and an online survey of Australian Built Environment students (of which their discipline could be isolated) ascertaining what is currently being taught and learned and what changes would be feasible within the constraints of courses from their perspective. Detailed descriptions are also provided of pedagogic improvements informed by the project findings. The findings suggest minimal current exposure of Architecture students to Indigenous Knowledge content beyond voluntary engagement in self-chosen thesis projects and elective (including studio) subjects led by passionate but largely unsupported teachers championing Indigenous issues; a paucity of teaching echoed by practitioners and accreditors who acknowledge lack of expertise in this area across the profession. This paper discusses ways in which Indigenous Knowledge might be better acknowledged, respected and introduced to Australian Architecture students’ education. Also discussed are teaching strategies with global relevance. Language eng DOI 10.1007/s10798-016-9389-5 Field of Research 120101 Architectural Design 130103 Higher Education 130202 Curriculum and Pedagogy Theory and Development Socio Economic Objective 970112 Expanding Knowledge in Built Environment and Design HERDC Research category C1 Refereed article in a scholarly journal ERA Research output type C Journal article Copyright notice ©2016, Springer Persistent URL http://hdl.handle.net/10536/DRO/DU:30090431 Document type: Journal Article Collection: School of Architecture and Built Environment Related Links Link Description Connect to Elements publication management system Go to link with your DU access privileges   Connect to published version Go to link with your DU access privileges     Unless expressly stated otherwise, the copyright for items in DRO is owned by the author, with all rights reserved. Versions Version Filter Type Fri, 06 Jan 2017, 19:39:22 EST Sat, 07 Jan 2017, 04:00:34 EST Fri, 13 Jan 2017, 07:34:15 EST Mon, 16 Jan 2017, 13:39:11 EST Tue, 17 Jan 2017, 05:07:12 EST Wed, 18 Jan 2017, 13:20:37 EST Wed, 18 Jan 2017, 13:22:55 EST Wed, 18 Jan 2017, 13:23:29 EST Fri, 21 Apr 2017, 13:48:48 EST Mon, 04 Sep 2017, 14:43:11 EST Sat, 10 Mar 2018, 01:30:31 EST Sat, 10 Mar 2018, 01:32:04 EST Filtered Full Citation counts:   Cited 0 times in TR Web of Science Cited 0 times in Scopus Search Google Scholar Access Statistics: 133 Abstract Views, 2 File Downloads  -  Detailed Statistics Created: Mon, 16 Jan 2017, 13:39:11 EST

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