Conceptualizing co-mapping knowledges to promote social justice outcomes with aboriginal communities through design pedagogy

This chapter describes a conceptualization of co-mapping knowledges as a particular pedagogy proposed for a Masters of Architecture design studio project. It involved working with the Ngadjuri Nation Aboriginal community representatives whereby their brief and future vision involved a return to Country on their traditional lands in the mid-north of South Australia. This project is based upon another successful participatory approaches method originally conceived for an indigenous Acehnese community in Aceh, Indonesia, using the VERNADOC manual drawing method. In utilizing the insight from theoretical intersections in critical heritage studies and social justice research, these perspectives informed a potential future identity for Ngadjuri through the design of a hypothetical building. Critical heritage studies problematize whose, what, and why specific heritages are recorded in a decolonization of heritage practices and management of cultural heritage sites for marginalized groups. A social justice emphasis prioritizes ethical research with, and for, Aboriginal people developed through consultation processes in engagement. Specifically, the project applies archaeologist Claire Smith and Ngadjuri Elder Vincent Copley Sr.’s conceptual notion of the “intellectual soup”’ framework as the pedagogical guide while also applying VERNADOC drawing methods. The framework is premised on that design with Aboriginal people, for Aboriginal people, is a collaborative effort and involves an inclusive pedagogy. It utilizes informal conversation, as well as collected and published data. Ideas are synthesized to produce a hybrid outcome of shared knowledges. The methodology highlights opportunities and shared strategies between students and Aboriginal community members to innovate, plan, and sustain its long-term development of cultural heritage resources within the programming of the cultural center building