Version 2 2024-06-03, 06:52Version 2 2024-06-03, 06:52
Version 1 2021-03-25, 08:42Version 1 2021-03-25, 08:42
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posted on 2024-06-03, 06:52authored byDavid S Jones, Kate Alder, Shivani Bhatnagar, Christine Cooke, Jennifer Dearnaley, Marcelo Diaz, Hitomi Iida, Anjali Madhavan Nair, Shay-lish McMahon, Mandy Nicholson, Gavin Pocock, Uncle Bryon Powell, Gareth Powell, Sayali G Rahurkar, Susan Ryan, Nitika Sharma, Yang Su, Saurabh V Wagh, Oshadi L Yapa Appuhamillage
In reviewing the position of Indigenous Knowledge Systems (IKS) within the education offerings and literature of Australian tertiary built environments (architecture, landscape architecture, urban planning), several conclusions can be drawn. In contrast to major secondary school exposure and immersive outreach activities and literature reports, the tertiary sector is considerably devoid of engagement and discourse. What exists in this realm, for these disciplines, is largely a collection of histories, ‘identity politic’, anthropology, ‘Aboriginal Architecture’, or sociology-based mandatory or elective units (or subjects) ostensibly addressing the topics of reconciliation, deconstructionism, feminism, design typological categorisations, the ‘Frontier Wars’, and an eclectic mix of semi-connected optional design studies hidden inside predominately architecture courses. The latter are immersive, experiential and involve traditionally site-specific installation constructions or pre-construction design appraisals in their approach. There is little about decolonialism learning outcomes, decolonised education experiences themselves, or the role and potential of decolonised design in embracing traditional Indigenous listen-study-critique pedagogical approaches.