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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.

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Title Re-casting terra nullius design-blindness: better teaching of indigenous knowledge and protocols in Australian architecture education
Author(s) Tucker, RichardORCID iD for Tucker, Richard
Choy, Darryl Low
Heyes, Scott
Revell, Grant
Jones, DavidORCID iD for Jones, David
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
Keyword(s) indigenous knowledge systems
Australian architecture education
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
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Document type: Journal Article
Collection: School of Architecture and Built Environment
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