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Thriving Futures: Papers from The Australian Council of University Art & Design Schools
  • ISSN: 1474-273X
  • E-ISSN: 2040-0896

Abstract

Across Oceania, design courses within the tertiary education sector remain entrenched in Eurocentric narratives and pedagogical approaches, which omit place-specific contexts, cultural histories, knowledges and diverse ways of designing, including those of First Nations. This concern drove the four authors to create the InterDesigning Network, a supra-institutional network that aims at connecting like-minded educators, practitioners and students. This article reflects on the results of the InterDesigning Network’s first symposium, titled . As the core team behind the network, we listened and learned from a panel formed by First Nations people that discussed Indigenous design practice, local protocols, connection to place and land, common struggles and ways of integrating Indigenous knowledges into contemporary design education. We also listened and were inspired by the insights shared by another panel made of diverse design educators who discussed how their positionalities and experiences inform their teaching practices. By reflecting on these insights as well as on the rationale behind the formation of a design educators’ network, this article offers actionable suggestions on how to disrupt the status quo for a more diverse and inclusive design education future.

Funding
This study was supported by the:
  • Australian Council of University Art & Design Schools (ACUADS) research
  • Design History Society, RMIT University (Award RG223872)
  • University of Auckland (Award 9483/3728607)
  • University of New South Wales (Award PS68615)
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2024-10-14
2025-01-18
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Towards co-creating the praxis of teaching design from decolonial, intersectional and pluriversal approaches1
Art, Design & Communication in Higher Education 23, 149 (2024); https://doi.org/10.1386/adch_00095_1
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  • Article Type: Article
Keyword(s): collaborative teaching; design education; embodiment; Indigenous knowledge; Oceania; place-based knowledges; positionality

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