Abstract
While Aotearoa, New Zealand’s design prowess impresses globally, the indigenous knowledge that has, for centuries, also driven Aotearoa’s innovative practice, has yet to be recognized for its ability to impact some of society’s most significant concerns. This paper acknowledges the wisdom extant within indigenous cultures and the value of it to design’s capacity and capability to impact positive social change. Current uses of design thinking may speak to inclusion and empathy, but more often than not this process facilitates ‘designed’ outcomes ‘for’ clients. Moving away from solutions that are ‘design by’ outsider experts, to one of ‘designing for’ others, this study highlights alternative approaches informed by te ao Māori, the Māori worldview. This study asserts that a shift away from the influences of Euro-American models and methodologies, so entrenched in design education today, can be guided by tikanga Māori, (Māori values), enabling decisions to be placed in the hands of those who have the experience and feel the impact most. This study, promotes rangatiratanga (self-determination) as a design output and suggests to achieve this the methodologies and mindsets used in design thinking, participatory and co-design require redress and rethinking. This research offers options for and examples of this recalibration and suggests authentic connections (whanaungatanga) as a key driver for a new generation of designers with a nuanced appreciation and respect for indigenous knowledge and who will demonstrate the skills and courage to engage manaakitanga (respect and generosity), akoranga (reciprocity) and rangatiratanga (autonomy) as strategic values of design.
Presenters
Nan O'SullivanHead of School - School of Design Innovation, Victoria University of Wellington - Te Herenga Waka, Wellington, New Zealand
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Design Pedagogy, Indigenous Knowledge