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Re-casting terra nullius blindness: empowering indigenous protocols and knowledge in Australian university built environment education

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posted on 2017-01-01, 00:00 authored by David Jones, D Low Choy, G Revell, S Heyes, Richard TuckerRichard Tucker, Susan Bird
The built environment disciplines of architecture, landscape architecture and planning are taught in more than 25 universities across Australia under the tutelage of three important professional bodies: Australian Institute of Architects (AIA), Australian Institute of Landscape Architects (AILA) and Planning Institute of Australia (PIA).

This project is in support of the built environment professions. It researched the extent to which Indigenous Knowledge Systems were being taught at university built environment schools across Australia, and involved undertaking surveys on student and staff knowledge of Indigenous Australians in the built environment sector. The project was developed because the built environment disciplines of architecture, landscape architecture and planning, both academically and professionally, were not deeply engaging with Indigenous communities and the knowledge they possess of the land and sea and there were and are opportunities address this.

History

Pagination

1 - 178

Publisher

Department of Education and Training

Place of publication

Canberra, A.C.T.

ISBN-13

9781760511364

Language

eng

Commissioning body

Re-casting terra nullius blindness: empowering Indigenous protocols and knowledge in Australian university built environment education

Research statement

Research background: •tContext: the disciplines of architecture, landscape architecture & planning, both academically & professionally, were not deeply engaging with Indigenous communities & the knowledge they possess. •tAim: This project aimed to: provide comprehensive national applicable resources for tertiary students exposure to, & knowledge & cultural systems of, Indigenous Australians & enhance their skills in applying appropriate protocols & processes for engaging with them; create an endorsed training and curriculum strategy addressing professional institute accreditation obligations; & facilitate creative dialogue between education providers & Indigenous communities that enhances mutual objectives & aspirations. Research contribution: •tInnovation: The action-based research approach was grounded in ways of decolonising the curriculum; involving a paradigm shift to ensure that Indigenous Knowledge was respected & empowered under the guidance & participation of Indigenous project partners & their communities. •tNew Knowledge: The project produced a suite of nationally applicable resources for the professions & for the teaching & preparation of higher education students. This included the Indigenous Knowledge and the Built Environment: A Guide for Tertiary Educators (2017) to assists students & educators to better understand how relationships can be formed with Indigenous communities in culturally sensitive ways (including is set of Indigenous protocols). Research significance: This was competitively funded via an Australian Government Office of Learning & Teaching, Cat-1 competitive grant. The project received 4 research awards: ot2020 Planning Institute of Australia ‘Cutting Edge in Teaching & Research Award of Excellence ot2019 Planning Institute of Australia Victoria award for ‘Cutting Edge Research’ ot2019 National Award in Excellence, AILIA National Award ot2018 Victorian Institute of Landscape Architects Research, Policy & Communications award

Publication classification

A6 Research report/technical paper; A Book

Copyright notice

[2017, Office for Learning and Teaching]

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