ABSTRACT
Education in Landscape Architecture and its allied disciplines is at a turning point where design professions can significantly contribute to shaping the built environment of today and the future. Educators worldwide have been deeply involved in teaching and research activities that nurture the future of design professionals broadening the scope of landscape design. The discipline of Landscape Architecture is much different from that which emerged some centuries ago and now needs to embrace the geographical diversity of our communities while addressing the biophysical changes that our planet is witnessing. A new perspective is called for that can break with the traditional disciplinary siloes rooted in Western ideologies and their focus on individual gain derived from the landscape. In contrast, emerging Indigenous worldviews acknowledge that human beings are not central to the world; rather, the natural world defines how everything relates. This chapter explores the changing nature of Landscape Architecture by looking critically at both the barriers and opportunities afforded by collective strategies to ensure culturally and socially driven perspectives of the landscape are understood. Critically, this chapter offers new ways of approaching landscape and contributes to scaffolding a transformation in intercultural Landscape Architecture education, government policy and professional practice.
