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

Authors

Luke Feast, Auckland University of Technology, New Zealand
Kei Hoshi, Auckland University of Technology, New Zealand

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.

Keywords

cognitive semiotics, blend theory, cultural aspects, interaction design

DOI

https://doi.org/10.21606/drs.2022.362

Citation

Feast, L., and Hoshi, K. (2022) North-south design education: Integrating Māori knowledge in design using the blend approach, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.362

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License

Conference Track

Research Paper