- Title
- Integrating Indigenous, Western and inclusive pedagogies for work-integrated learning partnerships in architecture and design disciplines
- Creator
- Gajendran, Thayaparan; Tucker, Chris; Ware, Sueanne; Tose, Hollie S.
- Relation
- International Journal of Work-Integrated Learning Vol. 23, Issue 2, p. 259-277
- Relation
- https://www.ijwil.org
- Publisher
- New Zealand Association for Cooperative Education
- Resource Type
- journal article
- Date
- 2022
- Description
- Work-integrated learning (WIL) provides an opportunity for integrating Indigenous and Western learning pedagogies and facilitate a meaningful pathway for authentic learning through developing partnerships between Indigenous and non-Indigenous stakeholders. However, research in developing WIL with Indigenous communities and appropriate learning pedagogies is limited. This paper discusses how WIL can inculcate Indigenous and non-Indigenous learning pedagogies to facilitate authentic, culturally enhanced learning. The proposed theoretical framework was constructed using the concepts relating to ‘8 Ways of Knowing Indigenous Learning’ framework, Studio Based Learning, Co-design, and WIL. The research method draws on autoethnographic approaches to reflect and critically analyze academic observations and reflections across two case studies. The findings propose a WIL pedagogical approach integrating Indigenous and non-Indigenous learning pedagogies to enable authentic learning by co-generating emergent knowledge in complex socio-cultural contexts. Moreover, this approach enables training architecture students to represent cultures and values of the Indigenous communities in the mainstream Anglo Australian architecture.
- Subject
- community projects WIL; Indigenous pedagogy; Indigenous knowledge; co-design; studio learning; inclusive pedagogies; SDG 4; SDG 10; Sustainable Development Goals
- Identifier
- http://hdl.handle.net/1959.13/1489665
- Identifier
- uon:52743
- Identifier
- ISSN:2538-1032
- Language
- eng
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