No Design Without Indigenous Design: Extending First Year Design and Architecture Students’ Understanding of Indigenous Australia

Kinniburgh, JR; Crosby, A; Hromek, M

No Design Without Indigenous Design: Extending First Year Design and Architecture Students’ Understanding of Indigenous Australia

Kinniburgh, JR

Crosby, A

Hromek, M

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Publisher:: STARS
Publication Type:: Conference Proceeding
Citation:: STARS (Students Transition Achievement Retention and Success), 2016
Issue Date:: 2016-07-02

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Field	Value	Language
dc.contributor.author	Kinniburgh, JR https://orcid.org/0000-0001-6214-2539	en_US
dc.contributor.author	Crosby, A https://orcid.org/0000-0001-8959-7971	en_US
dc.contributor.author	Hromek, M https://orcid.org/0000-0002-1381-0331	en_US
dc.date	2016-06-29	en_US
dc.date.issued	2016-07-02	en_US
dc.identifier.citation	STARS (Students Transition Achievement Retention and Success), 2016	en_US
dc.identifier.uri	http://hdl.handle.net/10453/97060
dc.description.abstract	The design professions have undergone immense shifts over recent decades including an overdue, new receptivity to Indigenous skills and knowledge. Universities in Australia are currently examining approaches to engaging Indigenous knowledge in their degrees. This paper examines a project at at the University of Technology (UTS), supported by the institution-wide Centre for Advancement of Indigenous Knowledges and implemented across the Faculty of Design, Architecture and Building. Specifically, the research asks how first year design and architecture students can learn about Indigenous perspectives on design, space, place and Country. We draw from literature on transition pedagogy as well as Indigenous education and analyse the student response to this project as it was implemented in 2015.	en_US
dc.publisher	STARS	en_US
dc.relation.ispartof	STARS (Students Transition Achievement Retention and Success)	en_US
dc.title	No Design Without Indigenous Design: Extending First Year Design and Architecture Students’ Understanding of Indigenous Australia	en_US
dc.type	Conference Proceeding
utslib.location.activity	Perth, Western Australia	en_US
utslib.for	1301 Education Systems	en_US
pubs.embargo.period	Not known	en_US
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Architecture
pubs.organisational-group	/University of Technology Sydney/Faculty of Design, Architecture and Building/School of Design
pubs.organisational-group	/University of Technology Sydney/Provost
pubs.organisational-group	/University of Technology Sydney/Provost/Jumbunna
utslib.copyright.status	closed_access
pubs.consider-herdc	true	en_US
pubs.finish-date	2016-07-02	en_US
pubs.publication-status	Published	en_US
pubs.start-date	2016-06-29	en_US

Abstract:

The design professions have undergone immense shifts over recent decades including an overdue, new receptivity to Indigenous skills and knowledge. Universities in Australia are currently examining approaches to engaging Indigenous knowledge in their degrees. This paper examines a project at at the University of Technology (UTS), supported by the institution-wide Centre for Advancement of Indigenous Knowledges and implemented across the Faculty of Design, Architecture and Building. Specifically, the research asks how first year design and architecture students can learn about Indigenous perspectives on design, space, place and Country. We draw from literature on transition pedagogy as well as Indigenous education and analyse the student response to this project as it was implemented in 2015.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/46931