Integrating Indigenous, Western and inclusive pedagogies for work-integrated learning partnerships in architecture and design disciplines

Integrating Indigenous, Western and inclusive pedagogies for work-integrated learning partnerships in architecture and design disciplines

Title	Integrating Indigenous, Western and inclusive pedagogies for work-integrated learning partnerships in architecture and design disciplines
Authors/Contributors	Gajendran, T. (Author) Tucker, C. (Author) Ware, S. (Author) Tose, H.S. (Author)
Publication Title	International Journal of Work-Integrated Learning
Date	2022
Abstract Note	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. © 2022 Authors. All rights reserved.
Resource Type	Journal Article
URL	https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148088962&partnerID=40&md5=671efc9114175eac3fb0d9d18ec8e6ec
Citation	Gajendran, T., Tucker, C., Ware, S., & Tose, H. S. (2022). Integrating Indigenous, Western and inclusive pedagogies for work-integrated learning partnerships in architecture and design disciplines. International Journal of Work-Integrated Learning, 23(2), 259–277. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148088962&partnerID=40&md5=671efc9114175eac3fb0d9d18ec8e6ec
Link to this record	http://ikbe-library.unimelb.edu.au/bibliography/CMJ5YALK/

Title

Authors/Contributors

Gajendran, T. (Author)

Tucker, C. (Author)

Ware, S. (Author)

Tose, H.S. (Author)

Publication Title

International Journal of Work-Integrated Learning

Date

2022

Abstract Note

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. © 2022 Authors. All rights reserved.

Resource Type

Journal Article

URL

https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148088962&partnerID=40&md5=671efc9114175eac3fb0d9d18ec8e6ec

Citation

Gajendran, T., Tucker, C., Ware, S., & Tose, H. S. (2022). Integrating Indigenous, Western and inclusive pedagogies for work-integrated learning partnerships in architecture and design disciplines. International Journal of Work-Integrated Learning, 23(2), 259–277. Scopus. https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148088962&partnerID=40&md5=671efc9114175eac3fb0d9d18ec8e6ec

Link to this record

http://ikbe-library.unimelb.edu.au/bibliography/CMJ5YALK/