LAND5222 Studio Two semester two, 2022 at Unitec.
- Location: Muriwai
- Region: Tāmaki Makaurau
- Iwi + Hapū: Ngāti Whātua o Kaipara | Ngāti Whātua o Ōrakei
- Ngā Aho practitioner(s): Josephine Clarke
- Other participants: Te Whare Wānanga o Wairaka (Unitec Institute of Technology), Mt. Albert Auckland, Bachelor of Landscape Architecture
- Discipline and Expertise: Landscape Architecture, Cultural & Heritage Landscape, Education
Project Brief & Institutional Context
As a member of the Māori Advisory Committee (MAC) at Unitec (2010–2017) and an executive member (Pae Matua) of Ngā Aho / Te Tau-a-Nuku, this role contributed directly to embedding Mātauranga Māori within Unitec’s internationally accredited Bachelor of Landscape Architecture (BLA) programme.
Course Overview: Mātauranga Māori in Practice
LAND5222 Studio Two (Semester 2, 2022) was a 12-week studio focusing on cultural rural landscape design—defined by cultural connections to whenua, ecological intelligence, and holistic health for both communities and taiao. Students explored how landscape architecture integrates cultural inputs, values, and narratives at two distinct scales:
The Catchment Plan (Macro Scale): Understanding wider hydrology, ecological ecotones, Treaty settlements, cultural redress, and catchment planning ki uta ki tai (from the mountains to the sea).
Muriwai River Reserve (Micro Scale): Applying cultural landscape assessments, planting plans, stream restoration techniques, and community amenity design.
Mana Whenua Engagement & Experiential Learning
The course prioritized authentic engagement with Mana Whenua, providing students with rich cultural immersion, including:
Attending the NZILA pōwhiri and engaging with Ngāti Whātua o Ōrākei at Ōrākei Marae and Pourewa site visit.
Participation in student design wānanga alongside Pūkenga at Unitec's Te Noho Kōtahitanga Marae (Ngākau Mahaki) during the NZILA Firth Conference.
Pedagogical Reflection & Adaptive Leadership
Navigating Challenges: When severe weather forced the cancellation of a planned field trip to work with a hapū in Northland, professional industry relationships enabled a seamless pivot to Muriwai, Auckland.
Reflective Learnings: Guiding students—particularly non-Māori—through Te Ao Māori, Te Tīriti O Waitangi, and Te Aranga principles required accessible teaching methods grounded in Tikanga Māori, enabling students to meaningfully translate cultural values into spatial landscape practice.
