TY  - JOUR
TI  - Integrating Indigenous, Western and inclusive pedagogies for work-integrated learning partnerships in architecture and design disciplines
AU  - Gajendran, T.
AU  - Tucker, C.
AU  - Ware, S.
AU  - Tose, H.S.
T2  - International Journal of Work-Integrated Learning
AB  - 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.
DA  - 2022///
PY  - 2022
VL  - 23
IS  - 2
SP  - 259
EP  - 277
UR  - https://www.scopus.com/inward/record.uri?eid=2-s2.0-85148088962&partnerID=40&md5=671efc9114175eac3fb0d9d18ec8e6ec
DB  - Scopus
KW  - Indigenous knowledge
KW  - Urban design
KW  - architecture
ER  -