Description
This book strategically focuses upon the feasibility of positioning Indigenous Knowledge Systems into tertiary built environment education and research in Australia. Australian tertiary education has little engaged with Indigenous peoples and their Indigenous Knowledge Systems, and the respectful translation of their Indigenous Knowledge Systems into tertiary education learning. In contrast, while there has been a dearth of discussion and research on this topic pertaining to the tertiary sector, the secondary school sector has passionately pursued this topic. There is an uneasiness by the tertiary sector to engage in this realm, overwhelmed already by the imperatives of the Commonwealth’s ‘Closing the Gap’ initiative to advance Aboriginal and Torres Strait Islander tertiary education successes and appointments of Indigenous academics. As a consequence, the teaching of Indigenous Knowledge Systems relevant to professional disciplines, particularly landscape architecture where it ismost apt, is overlooked and similarly little addressed in the relevant professional institute education accreditation standards.
Table of Contents
1. Introduction – Surveying the Australian Landscape.- 2. Country.- 3. Indigenous Knowledge Systems and Education in Australia.- 4. Professional Accreditation Knowledge and Policy Context.- 5. Learning Environments and Contexts.- 6. Student and Graduate Voices.- 7. Respecting Country and People: Pathways Forward.
