Abstract
This chapter explores the critical importance of ethical Indigenous knowledge engagement in the knowing of living heritage landscapes and their associated built environment education, and professional practices across Australia.
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Notes
- 1.
“In Aboriginal English, the term ‘Country ’ is both a common and proper noun. Aboriginal and Torres Strait Islander peoples talk about Country in the same way that they would talk about a person: they speak to Country , sing to Country , visit Country , worry about Country , grieve for Country and long for Country . People say that Country knows, hears, smells, takes notice, takes care, and feels sorry or happy. Country is a living entity with a yesterday, a today and tomorrow, with consciousness, action, and a will toward life. Because of this richness of meaning, Country is home and peace: nourishment for body, mind and spirit; and heart’s ease” (Rose 1996: 7).
- 2.
Christine Nicholls states “Dreamings, founded upon the actions of Dreaming Ancestors, Creator Beings believed responsible for bringing-into-being localised geographical features, land forms such as waterholes and springs, differ across the length and breadth of Australia. The universal translation of these terms as “Dreaming ” needs to be questioned. If Australia is to grow as a nation, to make right the relationships between Aboriginal and non-Aboriginal Australians, it’s time to start using the original terminology from Indigenous languages, to learn how to pronounce the words, and to talk about the Manguy , Jukurrpa , or Ngarrankarni , in place of the catch-all ‘Dreaming ’” (Nicholls 2014).
- 3.
Examples include the World Indigenous Nations University (WINU) , Aotearoa New Zealand ; First Nations University of Canada , Saskatchewan , Canada; and the multitude of Tribal Colleges and Universities (TCUs) located predominately in the mid and south-west of the USA.
- 4.
The internal consistency is a measure of how well a set of variables (in this case questions 2–15 in the scale), measure a single, one-dimensional construct (in this, Indigenous Knowledge i.e. question 1). Internal Consistency is usually measured with Cronbach’s alpha (α), a statistic calculated from the pairwise correlations between items. Our scale had a Cronbach alpha coefficient of 0.92. It is commonly accepted that α ≥ 0.9 indicates ‘excellent’ internal consistency. There are four lower levels Internal Consistency: Good, Acceptable, Questionable, Poor and Unacceptable.
- 5.
As defined by Australia’s National Native Title Tribunal : “Native title is the recognition in Australian law that some Indigenous people continue to hold rights to their land and waters, which come from their traditional laws and customs. The following conditions must be met:
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the rights and interests are possessed under the traditional laws currently acknowledged and the traditional customs currently observed by the relevant Indigenous people;
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those Indigenous people have a ‘connection’ with the area in question by those traditional laws and customs;
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the rights and interests are recognised by the common law of Australia” (Commonwealth of Australia 2010).
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- 6.
The term ‘both-ways’ or ‘two-ways’ learning can be attributed to Yolgnu (alt. spelling Yolŋu) bicultural initiatives in northeast Arnhem Land. These recognised a more systematic integration of Yolgnu knowledge and Indigenous ways of teaching and learning into the educational curricula (Tamisari and Milmilany 2003).
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Acknowledgements
This chapter is part of a research project funded by the Australian Office of Learning and Teaching entitled ‘Re-casting Terra Nullius Blindness: Empowering Indigenous Protocols and Knowledge in Australian University Built Environment Education’ and has been subject to Deakin University Human Ethics Research Committee (DUHREC) approvals (2012-335; STEC-2-2013). Acknowledgment is also due to the academics and students around Australia who shared their thoughts and insights, including encouragement from staff at the OLT, but also to the reference panel (Professor Mark Rose , Rueben Berg , Ed Wensing and Dr Elizabeth Grant ) who contributed their usual detailed insight and overview of the project, and to the evaluation of the independent project reviewers, Professor Marcia Devlin and Dr Sandy O’Sullivan .
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Revell, G., Heyes, S., Jones, D., Low Choy, D., Tucker, R., Bird, S. (2018). Enough Is Enough: Indigenous Knowledge Systems, Living Heritage and the (Re)Shaping of Built Environment Design Education in Australia. In: Grant, E., Greenop, K., Refiti, A., Glenn, D. (eds) The Handbook of Contemporary Indigenous Architecture. Springer, Singapore. https://doi.org/10.1007/978-981-10-6904-8_18
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