Narratives and landscapes : their capacity to serve indigenous knowledge interests

The thesis is a culmination of my research which drew on tyangi wedi tjan Rak Mak Mak Marranunggu and Marrithiel knowledge systems. These awa mirr spiritual knowledge systems have guided our Pilu for millennium and have powerful spiritual affiliation to the land and our continued presences. The understandings of the spiritual connectedness and our practices of relatedness have drawn on Pulitj, our deep awa mirr spiritual philosophy that nourishes us on our country. This philosophy gave us our voice and our presence to act in our own ways of knowing and being on the landscapes created by the Western bureaucratic systems of higher education in Australia to bring forth our Tyikim knowledge systems to serve our own educational interests. From this spiritual ‘Puliyana kunun’ philosophical position the thesis examines colonising constructions of Tyikim peoples, Tyikim knowledge systems in education, Tyikim research and access to higher education for Tyikim students. From the research, it is argued that the paradigm, within which the enclave-derived approach to Indigenous higher education is located, is compatible with the normalising imperialistic ideology of higher education. The analysis of the Mirrwana/Wurrkama participatory action research project, central to the research, supported an argument for the Mirrwana/Wurrkama model of Indigenous higher education. Further analysis identified five key pedagogical principles embedded within this new model as metaphorically equivalent to wilan~bu of the pelangu. The thesis identifies the elements of the spirituality of the narrative exposed in the research-in-action through the “Marri kubin mi thit wa!”. This is a new paradigm for Tyikim participation in higher education within which the Mirrwana/Wurrkama model is located. Finally, the thesis identifies the scope for Tyikim knowledge use in the construction of contemporary ‘bureaucratic and institutionalised’ higher education ngun nimbil thit thit teaching and learning experiences of Tyikim for the advancement of Tyikim interests. Here the tyangi yigin tjan spiritual concepts of narrative and landscape are drawn upon both awa mirr metaphorically and in marri kubin mi thit wa Tyikim pedagogical practice.

Reciprocity and Indigenous knowledge in research

This book reports the findings of the Australian news media and indigenous policymaking 1988-2008 ARC Discovery Project.

Indigenous knowledge and climate change : the Wathaurong and Gadubanud narrative for the Great Ocean Road region

For more than forty thousand years Aboriginal people of Australia have been confronted with major climate, ecological and geological changes as well as annual seasonal variations. Many of these changes have been captured in the cultural traditions of Maar (the people) of the south-west Victorian coast and the knowledge has been transferred from generation to generation through Dreaming stories. Many Dreaming stories recount the forming of the coastal landscape and Sea Country. Weather patterns and climate change were gauged by the occurrence of natural events such as the tidal changes, sea level rise, landscape changes, behaviour of animals, and the availability of food sources. Can this ancient knowledge provide answers for adaptation and resilience to a rapid changing climate? Drawing upon recent literature on coastal climate change in the Great Ocean Road Region (GORCC, 2012), literature review of indigenous environmental planning (Kooyang Sea Country Plan, 2004), and investigation of settlement patterns of the Wathaurong and Gadubanud people, this paper reviews the changes in the landscape due to climate change and explores traditional knowledge as input to a potential design based adaptation model for coastal settlements of the Great Ocean Road Region.

Planning education and indigenous knowledge systems in Australia: where are we?

In 2008 Sarah Oberklaid reviewed the state of Indigenous knowledge systems in the Planning Institute of Australia (PIA)-accredited University planning programs and found a fragmented unfocused suite of agendas and attempts at addressing this increasingly important moral, cultural and land use management issue. While Oberklaid statistically validated what several authors have observed, and continue to observe, there appears to have been little action by programs, and specifically the PIA (Planning Institute of Australia), to address this issue and reposition their education accreditation policies; with the latter increasingly reluctant to engage with their professional responsibilities. This paper appraises this situation and foreshadows continuing research that may better inform and support a change of perspective by the PIA andthese programs.

Indigenous knowledge and climate change: settlement patterns of the past to adaption of the future

For centuries the Aboriginal Peoples of Australia have been confronted with major ecological, geological and climate events, and had to adapt home shelters and settlements to seasonal variations. Many of these changes have been captured in the cultural traditions of the indigenous people reflecting a harsh coastal environment. Weather patterns and climate change were gauged by the occurrence of the tidal changes, landscape changes, recurring weather events and the acknowledgement of six seasons. Community settlements got established and relocated to adapt to the patterns of nature. This paper investigates if this ancient knowledge can provide answers for adaptation of coastal settlements to a changing climate. Drawing upon recent published literature on predicted coastal climate change impacts in the different regions of Australia, and the review of indigenous settlement planning according to a six season cycle, the author explores traditional knowledge as input to a potential Design Based Adaptation Model for coastal settlements along the Australian coast.

Recognizing appropriate representation of Indigenous knowledge in professional design practice

This paper focuses on the need for designers to follow clear, concise, workable practises to engage appropriately and ethically with indigenous knowledge on projects involving the graphical depiction of indigenous culture. Incorporating indigenous symbols into visual communication design strategies impacts a wide range of stakeholders and therefore requires a sensitive approach with broad consultation in regard to permissions and intellectual property rights; issues can be worked through if respectful practice methods are applied. This paper acknowledges cultural appropriation is not new and that creative, cross cultural interpretation and expressions of hybridity should be encouraged. However respectful communication, consultation, and collaboration are required whenever commercial application of indigenous culture is attempted. To demonstrate the need for clarity, three case study examples will be presented, each with design solutions involving the use of graphical depictions of indigenous culture and each selected due to the varying degrees of stakeholder engagement undertaken in the design process. The introduction of the ladder of stakeholder engagement theory is a new concept introduced in this paper that can be employed to better consider the appropriate and ethical engagement of designers with indigenous knowledge.

Re-casting terra nullius design-blindness: better teaching of indigenous knowledge and protocols in Australian architecture education

This paper reviews the current status and focus of Australian Architecture programs with respect to Indigenous Knowledge and the extent to which these tertiary programs currently address reconciliation and respect to Indigenous Australians in relation to their professional institutions and accreditation policies. The paper draws upon the findings of a recently completed investigation of current teaching: Re-Casting terra nullius blindness: Empowering Indigenous Protocols and Knowledge in Australian University Built Environment Education. Three data sets from this investigation are analysed: a desktop survey of Australian Built Environment curricula; workshops with tertiary providers and students, professional practitioners and representatives of three Built Environment professional institutes; and an online survey of Australian Built Environment students (of which their discipline could be isolated) ascertaining what is currently being taught and learned and what changes would be feasible within the constraints of courses from their perspective. Detailed descriptions are also provided of pedagogic improvements informed by the project findings. The findings suggest minimal current exposure of Architecture students to Indigenous Knowledge content beyond voluntary engagement in self-chosen thesis projects and elective (including studio) subjects led by passionate but largely unsupported teachers championing Indigenous issues; a paucity of teaching echoed by practitioners and accreditors who acknowledge lack of expertise in this area across the profession. This paper discusses ways in which Indigenous Knowledge might be better acknowledged, respected and introduced to Australian Architecture students’ education. Also discussed are teaching strategies with global relevance.

A societal knowledge management system : harnessing indigenous wisdom to build sustainable predictors for adaptation to climate change

As the climate changes globally time-honoured climate in a region may change and shift to another region. Consequently, local predictors of climate may no longer apply to the area where they were born, but may be invaluable in new regions where previously reliable predictors have become outmoded This paper is set on the proposition thaI traditional (indigenous) know/edge can be a strategic source in adapting to climate change, in these changing times. The research reported in this paper takes the Societal Knowledge Management approach where knowledge that rests within local communities, is harnessed to inform local communities and scientists regarding climate change impacts, so as to adapt to them accurately. A phased study was conducted that aimed at acquiring, synthesising and disseminating traditional knowledge regarding change in monsoon patterns in India. Traditional wisdom prevalent among fhe myriad communities of India, was collected, collated and classified into knowledge spheres such as Bio-Indicators, Wind Movement, Atmospheric Pal/ems, Astrological Methods, Festivals and Rituals, Direction, Characteristics of the Rain, Characteristics of Celestial Bodies etc and incorporaled into a knowledge portal, which is the basis for building the Societal Knowledge Management System (SKM). Subsequently, the SKM is to be harmonised with scientific predictors on seasonal weather patterns will allow researchers to identify if the existing indicators and monsoon pattems are subject to change, and if so how. Research in progress is aimed at integrating the knowledge with modern science and disseminating this knowledge through local knowledge centres, at village levels. Furthermore, this study is to be replicated in Australia, by harnessing indigenous knowledge, to build the SKM for Australia that could assist in building a better understanding of the factors that impact the environment, methods of building sustainable predictors for climate and approaches for adapting the climate changes. The research reported is expected to inform policy makers, scientists, governance institutions as well as researchers regarding the applicability of indigenous knowledge in building sustainable predictors for adaptation to climate change in the two countries cited and can be extended into other countries.

Planning for country: empowering built environment students with Indigenous protocols and knowledge

Increasingly, Built Environment (BE) professionals, including planner, architect and landscape architect practitioners, are becoming involved in the planning and design of projects for, and in direct consultation with Indigenous communities and their proponents. These projects range from inserting Indigenous cultural landscape analysis into planning schemes, including Indigenous protocols and aspirations in policy statements; designing cultural centres, information centres and housing; drafting cultural tourism strategies and devising cross-cultural land management plans. This entails working with Indigenous communities or their nominated representatives as stakeholders in community engagement, consultation, and planning processes. Critically, BE professionals must be able to plan and design with regard to Indigenous community’s cultural protocols, issues and values. Yet many (domestic and or international) students graduate with little or no comprehension of Indigenous knowledge systems or the protocols for engagement with the communities in which they are required to work, whether they be Australian or international Indigenous communities. Contextually, both PIA and the planning academe have struggled with coming to terms with this realm over the last 10 years. This paper will report on a recently completed Australian Government Office of Learning & Teaching (OLT) funded research project that has sought to improve opportunities to improve the knowledge and skills of tertiary students in the BE professions through the enhancement of their competency, appreciation and respect for Indigenous protocols and processes that also implicates the professional accreditation systems that these courses are accountable. It has proposed strategies and processes to expose students in the BE professions to Australian Indigenous knowledge and cultural systems and the protocols for engaging with Indigenous Australians about their rights, interests, needs and aspirations. Included in these findings is the provision of a tool that enables and offers guidance to BE tertiary students and academics how to enhance comprehension, exposure to, and knowledge and cultural systems of, Indigenous Australians. While the scope of this report is cross-BE, this paper will focus upon the planning practice, policy and academe realms.

Educating for designing in and planning for country: Empowering built environment students with Indigenous protocols and knowledge

Increasingly, built environment professionals in Australia, including architect, landscape architect and planner practitioners, are becoming involved in planning and design of projects for, and in direct consultation with Indigenous communities and their proponents. Critically, built environment professionals must be able to plan and design, and demonstrate respect for Indigenous protocols, cultural issues and their community values. Yet many students graduate with little or no comprehension of Indigenous knowledge systems or the protocols for engagement with Australian or international Indigenous communities in which they are required to work. This paper reports on a recently completed Office of Learning & Teaching funded project that was designed to improve the knowledge and skills of tertiary students in the built environment professions including proposing strategies and processes to expose students in the built environment professions to Australian Indigenous knowledge systems. This is a positive beginning in a long-term decolonising project.

Arlathirnda ngurkarnda ityirnda: being-knowing-doing: de-colonising indigenous tertiary education

Veronica Arbon is currently Professor and Chair in Indigenous Knowledge Systems at Deakin University. She has succeeded in delineating and elaborating on the dialects of coloniser- colonised interaction in tertiary education in a way that expands our understanding and opens many new questions and avenues of inquiry.

Thirnda ngurkarnda ityrnda : ontologies in indigenous tertiary education

When Indigenous knowledge production is shifted through critical work in curriculum, Indigenous employment and authority underpinned by stronger Indigenous philosophies and cultures, resistance emerges. A storied descriptive and reflexive approach from within Arabana philosophy and ontologies - Yalka - brings understanding for a new old way in tertiary education and life.

Indigenous climate change adaptation perspectives : understanding urban and peri‐urban indigenous people’s vulnerability and adaptive capacity to climate change

The National Climate change Adaptation Research Plan: Indigenous Communities (2011) highlighted that research on Indigenous communities and climate change, including the variables of impacts, vulnerability and adaptive capacity and adaptation has been limited. While most research has focused on identifying the biophysical impacts of climate change, a minority of studies have considered the Indigenous knowledge and peoples whom continue to reside in Australia and care for; ‘country’;. The report concluded that “there is a need for research that expands knowledge about these and other dimensions of Indigenous adaptation to climate change.“ This paper reviews work in progress on a NCCARF funded research project that is seeking to investigate select coastal urban and per-urban Indigenous community vulnerability to, and capacity for climate change adaptation. Working collaboratively with Indigenous communities resident in Adelaide, Heywood/Portland, Mornington Peninsula, Stradbroke Island and Brisbane, it seeks to explore and articulate strategies that enhance Indigenous capacity to climate change including possible protocols, frameworks, processes and procedures that may lead directly to a more informed appreciation of what is transpiring around Australia’s coastal per-urban regions for their Indigenous communities who still hold strong bonds and responsibilities to their ‘country’.