North-south design education: Integrating Māori knowledge in design using the blend approach

Luke Edward Eric Feast; Kei Hoshi

doi:10.21606/drs.2022.362

North-south design education: Integrating Māori knowledge in design using the blend approach

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceartikel i proceeding › Forskning › peer review

Abstract

We investigated how to align design education that integrates mātauranga Māori (Māori knowledge) with the knowledge development aim of modern university education. Our main idea was to use culture-based knowledge as a source of creativity rather than socialization. We share insights from two critical cases where we tested whether the blend approach is a useful design method for integrating Māori knowledge in design education. The insights show that conceptual blending is an effective method for students to understand culture-based knowledge through creative design activity.

Originalsprog	Engelsk
Titel	DRS2022: Bilbao
Redaktører	D Lockton, S Lenzi, P Hekkert, A Oak, J Sádaba, P Lloyd
Forlag	Design Research Society
Publikationsdato	2022
DOI	https://doi.org/10.21606/drs.2022.362
Status	Udgivet - 2022

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10.21606/drs.2022.362

AUB Link

Søg efter materialet i Aalborg Universitetsbiblioteks søgemaskine

Blended lines: Integrating indigenous Māori knowledge through industrial design education
Feast, L. E. E. & Susanto, J.
Auckland University of Technology
05/12/2022 → 28/02/2023
Projekter: Projekt › Forskning

Citationsformater

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North-south design education: Integrating Māori knowledge in design using the blend approach. / Feast, Luke Edward Eric; Hoshi, Kei.
DRS2022: Bilbao. red. / D Lockton; S Lenzi; P Hekkert; A Oak; J Sádaba; P Lloyd. Design Research Society, 2022.

Publikation: Bidrag til bog/antologi/rapport/konference proceeding › Konferenceartikel i proceeding › Forskning › peer review

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AU - Feast, Luke Edward Eric

AU - Hoshi, Kei

PY - 2022

Y1 - 2022

N2 - We investigated how to align design education that integrates mātauranga Māori (Māori knowledge) with the knowledge development aim of modern university education. Our main idea was to use culture-based knowledge as a source of creativity rather than socialization. We share insights from two critical cases where we tested whether the blend approach is a useful design method for integrating Māori knowledge in design education. The insights show that conceptual blending is an effective method for students to understand culture-based knowledge through creative design activity.

AB - We investigated how to align design education that integrates mātauranga Māori (Māori knowledge) with the knowledge development aim of modern university education. Our main idea was to use culture-based knowledge as a source of creativity rather than socialization. We share insights from two critical cases where we tested whether the blend approach is a useful design method for integrating Māori knowledge in design education. The insights show that conceptual blending is an effective method for students to understand culture-based knowledge through creative design activity.

U2 - 10.21606/drs.2022.362

DO - 10.21606/drs.2022.362

M3 - Article in proceeding

BT - DRS2022: Bilbao

A2 - Lockton, D

A2 - Lenzi, S

A2 - Hekkert, P

A2 - Oak, A

A2 - Sádaba, J

A2 - Lloyd, P

PB - Design Research Society

ER -

North-south design education: Integrating Māori knowledge in design using the blend approach

Abstract

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AUB Link

Fingeraftryk

Projekter

Blended lines: Integrating indigenous Māori knowledge through industrial design education

Citationsformater