The practice of work integrated design learning with Indigenous communities

Indigenous-led approaches to practice-led design studio learning provide authentic Work Integrated Learning (WIL) engagements that demonstrate good practice and enhanced learning outcomes for students. By exploring a body of work being undertaken in the School of Architecture and Urban Design at RMIT University, this paper presents a germane and iterative model of WIL specifically connecting with Indigenous contexts through the nurturing of sovereign relationships. The work being explored includes consideration of the design studio as a particular pedagogy and the ways that this is mutually supported by informal visits to community by staff and students. This body of work will be examined through three overlapping and mutually informing frameworks; practice-led design, Indigenous-led principles, and work-integrated learning.