Teaching Beyond the Curriculum

Abstract

The Australian continent is imbued with diverse energies and intensities, manifesting in the knowledge systems and narratives of its extensive and heterogeneous indigenous groups. Recently, architects have incorporated the concept of “Country” into their national competency standards. Consequently, Australian architecture schools have revised their curricula to address these standards. Such changes necessitate a new evaluation of pedagogical methods within design studios. This paper explores the challenges and approaches of integrating topics like Country, First Nations knowledge, collaboration, and sustainability in design studios. Through a case study of outputs from a post-graduate design studio adhering to the new competencies, we discuss the implications for both students and tutors. This particular studio questioned prevalent Australian housing paradigms, prompting students to envision suburban housing for 2050 within a context where the voice of Country was not immediately discernible. In light of the Australian government referendum, we argue that decolonizing the design curriculum and genuinely engaging with Country surpasses mere compliance and requires deep listening.