This book strategically focuses upon the feasibility of positioning
Indigenous Knowledge Systems into tertiary built environment education
and research in Australia. Australian tertiary education has little
engaged with Indigenous peoples and their Indigenous Knowledge Systems,
and the respectful translation of their Indigenous Knowledge Systems
into tertiary education learning. In contrast, while there has been a
dearth of discussion and research on this topic pertaining to the
tertiary sector, the secondary school sector has passionately pursued
this topic. There is an uneasiness by the tertiary sector to engage in
this realm, overwhelmed already by the imperatives of the Commonwealth's
'Closing the Gap' initiative to advance Aboriginal and Torres Strait
Islander tertiary education successes and appointments of Indigenous
academics. As a consequence, the teaching of Indigenous Knowledge
Systems relevant to professional disciplines, particularly landscape
architecture where it is most apt, is overlooked and similarly little
addressed in the relevant professional institute education accreditation
standards.