Decolonising landscape architecture education in Aotearoa New Zealand
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Other Title
Authors
Paul, Jackie
Bloomfield, Sibyl
Bloomfield, Sibyl
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2020-11
Supervisors
Type
Conference Contribution - Paper in Published Proceedings
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
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.)
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 Code (2020)
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).
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.
Publisher
Architectural Science Association (ANZAScA)
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DOI
Copyright holder
Architectural Science Association (ANZAScA), Australia
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©2020, All rights reserved and published by The Architectural Science Association (ANZAScA), Australia