The text, authored by Catalina Agudin, presents a research project conducted within the Indigenous territory Lhaka Honhat in Salta province, Argentina. The project involved collaboration between design students from the University of Buenos Aires and the local Indigenous community. The aim was to explore a range of topics, including textile production, natural coloring, traditional nourishment, and vernacular constructions, and to create didactic materials for schools to support intercultural bilingual education.
The work is grounded in a decolonial perspective, focusing on the centrality of the territory for Indigenous life and culture. Territory, according to the Indigenous Wichi leader Cristina PĂ©rez, is more than just land; it is integral to their identity, health, education, and ancestral practices. The research seeks to challenge the Eurocentric design education system in Argentina, which has historically disregarded Indigenous knowledge and realities in favor of European models.
One of the project’s main achievements was fostering a collaborative design process that respected and incorporated Indigenous knowledge and traditions. The project also examined the challenges faced by Indigenous communities, such as discrimination and the imposition of Western educational standards. The conclusion emphasizes the need for design education to become more contextually aware, proposing a shift towards pluriversal design, which embraces multiple worldviews and realities.
Throughout the document, examples of practical outcomes are provided, such as the creation of educational materials and the design of modular architecture suitable for the local context. The work aims to foster respect and mutual learning between Indigenous communities and the academic world.
Clarifications
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The Role of Design in Decolonization: While the research discusses the application of decolonial perspectives in design, it might be useful to elaborate on how specific design interventions—like the textile workshops or architectural panels—directly contribute to the decolonization process. How do these activities help reshape power dynamics between Indigenous communities and broader Argentinian society?
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Impact on Local Communities: The project seems to have had an impact on both the design students and the Indigenous participants, but more detail about the tangible benefits for the community would be helpful. How have the Indigenous groups involved reacted to the outcomes? Did they feel empowered by the process?
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Educational System Reforms: The text touches on the disconnect between Argentina’s design education system and the realities of Indigenous communities. It could be valuable to clarify what specific steps need to be taken by academic institutions to integrate these new perspectives. Are there ongoing discussions or reforms in Argentinian universities inspired by this project?
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Power Dynamics and Horizontal Collaboration: Although the document emphasizes horizontal collaboration, there is limited detail on how power imbalances between the Indigenous communities and researchers/design students were actively addressed throughout the project. More explanation of the specific measures taken to ensure genuine equality in the collaboration would be useful.
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Sustainability and Continuation of the Project: While the project seems to have produced successful outcomes, it would be beneficial to clarify how these efforts are sustained beyond the initial research phase. Are there plans for continued collaboration, or for scaling these efforts to other Indigenous territories?
Points
- Translation of vocabulary (picked up on pluriverse, expanded with worlds and tied it to land)
- Expand on Pluriverse
- Expand on indigenous perspective of land; example Whanganui River