Learning together on Country: reimagining design education in Australia

• Published in: Diaspora, Indigenous, and Minority Education
• Main Authors: St John, Nicola, Edwards-Vandenhoek, Samantha
• Other Authors: Swinburne University of Technology
• Format: Article in Journal/Newspaper
• Language: unknown
• Published: Informa UK Limited 2022
• Subjects: First Nations
• Online Access: http://hdl.handle.net/1959.3/460740; https://doi.org/10.1080/15595692.2021.1907331

Euro-Western perspectives dominate visual communication design education in Australia. This paper examines how the “8 Aboriginal Ways of Learning” pedagogical framework transformed the learning and teaching of design within high school contexts in two Aboriginal communities–Ntaria in the Northern Territory and Warmun in Western Australia. Known as 8 Ways, this model facilitates a culturally safe space for knowledge sharing, encourages teachers to engage with Indigenous pedagogies within the classroom, and emphasizes relational learning. Multiple participatory methods informed our approaches, including the development of place-based design curricula to embed and evaluate 8 Ways. These case studies reveal how Indigenous pedagogical approaches to design education can create value and meaning for Indigenous young people through the enactment and expression of cultural identity, while reinforcing connection to land, family, and community. We argue that non-Indigenous educators can draw upon Indigenous pedagogies to decolonize their teaching strategies and to engage Indigenous students in meaningful culture-centered, intergenerational, and on-Country learning experiences. This research paves the way for participatory and place-based models of design education that reinforce and return the knowledge systems, land stewardship practices, and cultural values of Australia’s First Nations peoples to the classroom.