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    Decolonising landscape architecture education in Aotearoa New Zealand

    Paul, Jackie; Bloomfield, Sibyl

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    Paul, J. (2020).pdf (1.330Mb)
    Date
    2020-11
    Citation:
    Paul, J., & Bloomfield, S. (2020). Decolonising Landscape Architecture Education in Aotearoa New Zealand. In Ali GhaffarianHoseini Amirhosein Ghaffarianhoseini Nicola Naismith (Ed.), Imaginable Futures: Design Thinking, and the Scientific Method. 54th International Conference of the Architectural Science Association 2020 (pp. 325-334).
    Permanent link to Research Bank record:
    https://hdl.handle.net/10652/5303
    Abstract
    Aotearoa is growing rapidly with expansive development occurring across the country as the creative and design industry responds to support the diverse needs of the growing population. This enables opportunities for emerging practitioners in the built environment to engage with communities and develop their cultural literacy and contributes to the wider shift in architecture education. This paper discusses the cultural values-based approach developed for a design studio where Unitec’s Department of Landscape Architecture partnered with Panuku Development Auckland on the Kia Puāwai a Pukekohe town centre transformation project. Core to this partnership the students have explored current and new approaches to understanding how to engage with mana whenua and understand placemaking as key elements of community development and urban regeneration. This design studio acts as a platform which creates space to enable students to engage in real world challenges and projects and develop relationships with real clients. Creating real world learning opportunities on both sides of the partnership. This creates opportunities for students to design and address social and cultural issues. This process also allows students to immerse themselves in contributing to and shaping their own living environments. They cover problem definition and identification of latent opportunities; brief generation; site analysis; master-planning processes; ‘local’ scale design responses and relevant instrumental design theory. This case study provides a series of tools regarding diverse approaches to integrating inclusive studios which aims to inform better longterm outcomes to deliver and build capacity and capability in landscape architecture.
    Ngā Upoko Tukutuku (Māori Subject Headings):
    Kura tuatoru, Hoahoanga whare
    Keywords:
    Aotearoa, New Zealand, landscape architecture education, landscape architecture students, Unitec courses, Panuku Development Auckland, Kia Puāwai (Auckland Council programme), partnership, decolonisation, cultural literacy, mana whenua engagement, community engagement, design education, Auckland (N.Z.)
    ANZSRC Field of Research:
    130299 Curriculum and Pedagogy not elsewhere classified, 120107 Landscape Architecture, 120101 Architectural Design
    Copyright Holder:
    Architectural Science Association (ANZAScA), Australia

    Copyright Notice:
    ©2020, All rights reserved and published by The Architectural Science Association (ANZAScA), Australia
    Available Online at:
    https://www.asa2020.net/
    Rights:
    This digital work is protected by copyright. It may be consulted by you, provided you comply with the provisions of the Act and the following conditions of use. These documents or images may be used for research or private study purposes. Whether they can be used for any other purpose depends upon the Copyright Notice above. You will recognise the author's and publishers rights and give due acknowledgement where appropriate.
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    • Architecture Conference Papers [125]

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