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dc.contributor.authorPaul, Jackie
dc.contributor.authorBloomfield, Sibyl
dc.contributor.editorAli GhaffarianHoseini Amirhosein Ghaffarianhoseini Nicola Naismith
dc.description.abstractAotearoa 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.en_NZ
dc.publisherArchitectural Science Association (ANZAScA)en_NZ
dc.rights©2020, All rights reserved and published by The Architectural Science Association (ANZAScA), Australiaen_NZ
dc.subjectNew Zealanden_NZ
dc.subjectlandscape architecture educationen_NZ
dc.subjectlandscape architecture studentsen_NZ
dc.subjectUnitec coursesen_NZ
dc.subjectPanuku Development Aucklanden_NZ
dc.subjectKia Puāwai (Auckland Council programme)en_NZ
dc.subjectcultural literacyen_NZ
dc.subjectmana whenua engagementen_NZ
dc.subjectcommunity engagementen_NZ
dc.subjectdesign educationen_NZ
dc.subjectAuckland (N.Z.)en_NZ
dc.titleDecolonising landscape architecture education in Aotearoa New Zealanden_NZ
dc.typeConference Contribution - Paper in Published Proceedingsen_NZ
dc.rights.holderArchitectural Science Association (ANZAScA), Australiaen_NZ
dc.subject.marsden130299 Curriculum and Pedagogy not elsewhere classifieden_NZ
dc.subject.marsden120107 Landscape Architectureen_NZ
dc.subject.marsden120101 Architectural Designen_NZ
dc.identifier.bibliographicCitationPaul, 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).en_NZ
unitec.publication.titleImaginable Futures: Design Thinking, and the Scientific Method. 54th International Conference of the Architectural Science Association (ANZAScA) 2020, Auckland University of Technologyen_NZ
unitec.conference.titleImaginable Futures: Design Thinking, and the Scientific Method. 54th International Conference of the Architectural Science Association (ANZAScA) 2020, Auckland University of Technologyen_NZ
unitec.conference.orgArchitectural Science Association (ANZAScA)en_NZ
unitec.conference.locationAuckland University of Technology, Auckland, New Zealanden_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
dc.subject.tukutukuKura tuatorumi_NZ
dc.subject.tukutukuHoahoanga wharemi_NZ
unitec.publication.placeMelbourne, Victoria, Australiaen_NZ

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