Author: Jane Bringolf

Law schools and universal design

Aerial view of a large public library with long desks around a central console. Law schools teach law and introduce the values that students take into the legal profession. Unless law schools embrace universal design, they will continue to be inequitable and pose barriers to people who might be good lawyers. This is the basis of an article by Matthew Timko where he says the place to introduce universal design is through law libraries.

Timko says the law library is the ideal testing ground for changes that assist student comprehension and testing. Beginning with the library services, the value of universal design will gradually become apparent to all stakeholders. From there it will enter the legal academy, legal education process and legal profession.

Timko uses the 7 Principles of Universal design as the framework for his proposition. This shows how flexibly the principles can be applied. He then discusses the role of disability legislation in the United States and the supports available. 

Photo of the sign on the grey stone building of The Royal Courts of Justice. Ethical and professional standards provide another opportunity to support individuals. Timko argues that most accommodations pose menial burdens on institutions but provide great benefit to individuals. However, they need to be provided as a general rule, not just when they are asked for. This is the underlying tenet of universal design for learning. 

The article goes into more detail about the role of legislation and how it should apply to law schools. In the conclusion, Timko states:

“Universal design offers the key to not only increased access to legal education and legal knowledge but also a more fundamental shift in the perceptions and thinking that have plagued disability laws and design habits over the last 30 years.”

The types of universal design features discussed can be introduced into the law library gradually and in cost-effective ways. 

The title of the article is, Applying Universal Design in the Legal Academy. 

From the editor

I was invited to participate in a question and answer interview for the Law Society Journal with Features Editor, Avril Janks. I was encouraged to find that universal design has entered the realms of the legal profession and happy to participate. 

We discussed universal design broadly and then how it might be implemented in legal workplaces. Universal design can be applied to the office design, office systems, and employment practice. So plenty of scope for the profession to be more inclusive. If you want to read the article published in the March 2023 edition, contact journal@lawsociety.com.au 

Jane Bringolf

Home modifications: a clash of values

Publicly funded home modifications are a regular feature of My Aged Care and the NDIS schemes. NDIS participants seeking independence and desires to age in place are increasing, but our housing stock is not fit for this purpose. Consequently, homes need adaptation as people age or acquire a disability. However, there is a clash of values between what the client wants, what the funder wants, and what the occupational therapist (OT) deems functional. That’s a finding from researchers at the Hopkins Centre.

Our homes are not designed for disability and ageing. Consequently, modifications are essential for remaining safely and independently at home. They are an essential part of the NDIS and My Aged Care schemes.

The chart shows the key overarching themes from the research

Graphic showing the three values; aligning values and expectations, and quantifying value for money.

Researchers interviewed OTs experienced in prescribing home modifications. They wanted to gauge their experiences in the assessment process. They found that clients (homeowners) value aesthetics and property values. On the other hand, funding bodies value the cheapest option, and OTs are looking for the most functional outcome. OTs are also confronted with different decision making criteria across the various schemes.

Consequently, it is up to the OT to balance the desires of the client with those of the funder using their professional knowledge. Not an easy task, and unlikely to lead to optimum outcomes. And OTs become de facto bureaucrats in this process, which can also be a challenge to their professional values.

But what is “value”?

The research paper discusses the various aspects of value from different perspectives. The best outcomes are achieved when there is open discussion between the client, the funder and the OT. This encourages a better alignment of values.

While this paper is focused on the OT professional, it links closely with the notion of disability and ageing stigma. The idea of having a grab bar or a ramp appears to be an affront to one’s dignity. Older people see this as the beginning of the “downhill run” of life. The new Livable Housing Design Standard will help minimise this stigma by providing a step free entry and better bathroom design. Until we have sufficient stock, OTs will continue to provide home modification assessments.

The title of the paper is, Valuing home modifications: The street-level policy work of occupational therapists in Australian home modification practice.

There is also a webinar on the Hopkins Centre website that discusses client perspectives of home modifications. In a nutshell, they see modifications as value for money if they meet their specific needs to a high standard. Also, the process of getting a modification has to be straightforward without wasting time and money.

Phillippa Carnemolla’s research showed the number of care hours saved and improved quality of life with appropriate modifications.

Future-proofing is best

For those who can afford to renovate their home now, it is worth considering future-proofing, rather than leaving it “until the time comes”. The Livable Housing Design Guidelines are a good reference for anyone updating their home at any point in their life. This Guideline is the basis of the mandated Livable Housing Design Standard, but has more useful information for homeowners.

8-Inclusion needs to prevent discrimination

The 7 Principles and the 8 Goals of universal design have their roots in the built environment and people with disability. We have moved on since their inception to thinking about including other marginalised groups. With this thinking comes intersectionality where an individual can be a member of more than one of those groups. For example, a female refugee with a disability.

The 8-Inclusion Needs framework sits alongside the classic 7 Principles and the practical 8 Goals of universal design. Together they provide a more holistic view of the real lives of people.

A human head shape with a montage of photos of many different people.

The framework seeks to provide a new perspective for shifting the focus from a list of identities to addressing the needs of all people. As such it provides a guide for inclusive designs and interventions that eliminate discrimination. It also provides another perspective on the amorphous term “diversity”.

The 8-Inclusion Needs of All People framework

The results of the literature review formed the basis of the 8-Inclusion Needs framework. Briefly, they are:

1. Access – Ensuring all people can see and hear, or understand via alternatives, what is being communicated; and physically access or use what is being provided.
2. Space – Ensuring there is a space provided that allows all people to feel, and are, safe to do what they need to do.
3. Opportunity – Ensuring all people are provided opportunity to fulfil their potential.
4. Representation – Ensuring all people can contribute and are equally heard and valued.
5. Allowance – Ensuring allowances are made without judgement to accommodate the specific needs of all people.
6. Language – Ensuring the choice of words or language consider the specific needs of all people.
7. Respect – Ensuring the history, identity, and beliefs of all people are respectfully considered.
8. Support – Ensuring additional support is provided to enable all people to achieve desired outcomes.

Individual identities – a list

Identities included in the analysis of research on the lived-experience of underrepresented identities:

    • Gender
    • Race/ethnicity
    • Socio-economic status/class
    • Indigenous
    • LGBTQI+
    • Disability
    • Religion
    • Age
    • Immigrant
    • Illness (physical or mental)
    • Refugee
    • Veteran
    • Neurodiversity

The title of the article is, The 8-Inclusion Needs of All People: A proposed Framework to Address Intersectionality in Efforts to Prevent Discrimination. Published in the International Journal of Social Science Research and Review.

From the abstract

This paper begins by highlighting the current state of inclusion, and then reviews research on the application of intersectionality to address discrimination.

The literature review includes an overview of existing models designed to assist the application of intersectionality in reducing discrimination.

An analysis of research was carried out on the discrimination on 13 individual identities and 5 intersectional identities. A new framework called the 8-Inclusion Needs of All People is based on 8 common themes.

The framework is illustrated with recommendations for application in government and policy making, the law, advocacy work, and in organizations. This goal is to provide a useful framework for expediting social justice and equitable outcomes for all people.

Inclusive online conference planning

Graphic showing a laptop computer screen with coloured squares each with a face of a person. Inclusive online conference planning.Virtual and hybrid conferences have become more popular since the advent of the recent pandemic. But are they accessible and inclusive? A paper from Canada addresses the issues of inclusive online conferences. Using the recent Parks Accessibility Conference as a case study, the authors describe their experiences. As a Canadian event, they also had to consider two languages in their planning. 

Some people with disability or impairment find online events less stressful than attending in person. They can avoid travel stresses and the regular access barriers. Others who find crowds and noise difficult, tuning in from home is a more comfortable. Consequently, conference planners need to take care to plan for easy access and inclusion.

And it should be for every conference, not just conferences with a disability component.  However, this is a good place to begin and to learn from first hand experiences. The Parks Accessibility Conference is one such example.

Key strategies

The authors provide a list of their key strategies: 

    • Make visual elements accessible to attendees with vision impairment
    • Make audio elements accessible to attendees who are Deaf or hard of hearing
    • Avoid overstimulation for individual who are neurodiverse or with a cognitive condition
    • Create ways to incorporate multi-sensory experiences remotely
    • Finding the right virtual conference platform.

The planners worked with presenters to help format and organise their presentations and materials. They hosted a pre-conference session with attendees to explain how to use the various features of the online platform so they knew what to expect. 

The paper reads like a story, explaining every step along the way so that others might learn from their experience. There are eight recommendations for future conferences based on what they learned. Top of the list is to include people with disability from the beginning.

The title of the paper is, Virtual Accessible Bilingual Conference Planning: The Parks Accessibility Conference.

From the Abstract

The objective of this paper is to share how our team planned and delivered a virtual conference that was fully bilingual and accessible to individuals with disabilities.

We incorporated closed captions, sign language interpretation, language interpretation (audio), regularly scheduled breaks, and a multi-sensory experience.

We describe our approaches to planning the conference, such as including individuals with disabilities in decision-making, selecting virtual conference platforms, captioners, and interpreters, and how we incorporated a multi-sensory experience.

The paper also summarizes feedback we received from our attendees using a post-conference evaluation survey and our team’s reflections on positive aspects of the conference and opportunities for improvement. We conclude by providing a set of practical recommendations that we feel may be helpful to others planning virtual accessible bilingual conferences in the future.

People with complex communication needs

A hand holds a globe with several communication icons on it. It's against a sky blue background. See a separate paper, Supporting Communication Accessibility and Inclusion in Online Meetings for Persons with Complex Communication Access Needs. This is a Masters thesis on running online sessions for people with complex communication needs. 

From the abstract

This community-based, participatory research study explores how online sessions can be designed to support complex communication access needs. The use of a community-led co-design approach resulted in a deeper understanding of the individual communication accessibility requirements, barriers, and lived experiences of persons who use AAC, within the online meeting context.

Participants (‘co-designers’) designed and took part in collaborative design sessions aimed at developing ideas for supporting communication access and inclusion throughout the process of meeting online. Through cross-community collaboration, we co-designed an open-source communication access toolkit for online meetings.

The toolkit includes accessibility guidelines with a protocol for holding accessible and inclusive online sessions; suggested accessibility features and plugins for meeting platforms; and a template for a collaborative participant notebook.

The design outcomes provide guidance to the general population on how we might ensure that online meetings of all forms are inclusive and accessible for diverse and complex communicators, as we all have a right to communicate with dignity in ways where we understand and are understood.

Making questionnaires more readable

A young woman sits at a desk with her laptop open. She has her face covered by her hands and is indicating distress. Time to make questionnaires more readable.One area of inclusion and accessibility that often gets forgotten is readability of forms and questionnaires. Academics and marketing professionals regularly use surveys to get information from specific groups of people. Within those groups will be people with varying levels of capability in terms of being able to decipher what’s on the screen or form. And it isn’t all about literacy and reading ability. It’s about the different ways people see and interpret the information. Here are some good tips for making questionnaires more readable from Alex Haagaard in Medium. 

Likert Scales

Likert scales aren’t great for screen readers because they often interpret them as tables. But much depends on the design of the survey platform. Even if they are screen-readable, Likert scales can be difficult for people who are neurodiverse. People who are autistic or dyslexic struggle with visual tracking across and between rows. This creates the need to exert more brain power to focus on getting the corresponding check box. 

Instead of using a Likert scale, use a series multiple choice questions to capture the same information. Creating page breaks to separate distinct sections of the questionnaire also helps with readability for everyone.

Balancing access conflicts

A hand holding a pen poised on a questionnaire form ready to check a box on the form. There is lots of lines of text and check boxes. As is often the case, making something more accessible for one group can create problems for another. So it’s important to identify these early and eliminate or mitigate the barriers. 

One solution is to provide optional comment boxes where the participant can choose whether to reply in their own words. People who want to quickly complete the questionnaire can skip this.  

Haagaard takes things a step further with a suggestion to provide detailed explanations about terms and concepts at the beginning of each section. However, this is tiresome for screen readers and others might find this overwhelming. Participants can be asked at the beginning of the survey if they would like the key information repeated for each section. Those who say no can have the concise experience.

In summary, Haagaard acknowledges that it is unrealistic to assume that anything can be fully accessible to everyone. That means that there will still be occasions where an alternative means of participating is required. This might be an interview or an email. 

The title of the article is Making Your Surveys More Readable. This is the third in a series on cognitively accessible survey design. 

Museums and universal design

The advent of the Americans with Disabilities Act (ADA) prompted museums and galleries to make their premises and exhibits accessible. But is compliance to standards, sufficient to enjoy a museum experience? The answer is probably, no. So museums need to take a universal design approach if the aim is inclusion, not just physical access.

A group of occupational therapists decided to find out the level of accessibility in museums. Was the ADA sufficient, or was a universal design approach required?

Image: Smithsonian Institute

The original Smithsonian Institute in Washington DC. A red brick building in the centre of all the Smithsonian museums on the same site.

Participants were recruited from state and regional museum associations. Twenty-five museum associations agreed to participate. At the commencement of the survey participants were given information about the differences between the ADA standards and universal design. This was to help respondents identify if they had incorporated universal design principles and ideas into their museums.

Sixty respondents completed the survey and were asked to self-rate their museum’s accessibility on a Likert scale. Overall, they all thought they provided good accessibility, but they also reported things that needed improvement.

The article explains more about the method and questions and the successes and challenges. People with vision impairment were least likely to be accommodated. Another challenge was providing access to and within historical buildings.

The role of staff

The key component for an inclusive and accessible experience is the skills and knowledge of staff. However, few museums offered disability awareness training or consulted with members of the disability community.

Not unexpectedly, the data revealed that respondents did not know the difference between ADA compliance and universal design. They thought ramps and accessible bathrooms were universal design.

Occupational therapists can help

The article concludes with a nod to occupational therapists being in a unique position to help museums overcome challenges. They are also qualified to train museum staff on how to be inclusive in their approach to people with disability. They make a call to action for partnerships between occupational therapists and all museum stakeholders.

The title of the article is, A Survey of Universal Design at Museums: Current Industry Practice and Perceptions. It is open access.

From the abstract

Background: This study explores current industry practice and perceptions of accessibility and universal design in a small sample of American museums. Suggestions for how occupational therapists can help museums go above and beyond ADA guidelines are provided.

Method: Data were collected using a 17-item cross-sectional survey. Twenty-five museum associations assisted with recruitment.

Results: Sixty respondents participated in the survey. The key challenges were accommodations for people with vision impairment, and physical barriers in historial buildings. Confusion between ADA standards and universal design was evident in several responses.

Conclusion: The most frequently reported accessibility rating was good. Staff training and community-based partnerships were often overlooked. There is a potential role for occupational therapists to assist museums with staff training, recruiting people with disabilities, and establishing community partnerships.

Universal design and future of transport

What will transport in the future look like, and will it be universally designed? Engineers Australia’s new discussion paper takes a fresh look at transport systems and infrastructure. That means taking a long-term view of the relationship with community, government policy and regulations. A big job with lot of dots to join up. 

Front cover of the future of transport discussion paper. Transport systems are designed to move people and freight, but they need different things. If we are to reduce emissions, we need innovative transport options. That means talking to consumers – passengers, pedestrians, drivers, and riders. It also means revising regulations and digital infrastructure. 

The title of the discussion paper is The future of transport. The section on access for all discusses universal access in terms of people with “mobility challenges”. Reference is made to the the Universal design for transport discussion paper and lists the benefits of accessible transport.

Benefits include better access to employment opportunities and participation, and enhancing quality of life. Getting the design right at the beginning saves money, increases patronage and enhances economic activity. The next section has more information on the earlier universal design for transport paper. 

Engineers Australia welcomes feedback on the latest discussion paper to help inform future work. To provide feedback please email policy@engineersaustralia.org.au 

Front cover of the Universal design for transport discussion paper.Universal design for transport

The paper’s purpose commences with disability statistics followed by reference to disability discrimination legislation and standards. There is a list of benefits and some case studies followed by recommendations. Although the document uses “universal design” in the title, it uses “universal access”. Not quite the same thing. 

Recommendations

The recommendations from Universal design for transport are:

1. Recognise that compliance alone doesn’t mean good accessibility – focus on universal access.
2. Support the DSAPT (Disability Standards for Accessible Public Transport) modernisation process.
3. Leverage existing programs (fleet purchasing, major projects) to get universal access outcomes.
4. Need for long term program and state commitment to retrofitting existing infrastructure to achieve DSAPT standards – including a funding commitment.
5. Make more use of state-based accessibility groups in understanding solutions and prioritisation of finite funding- i.e., maximise accessible benefits.
6. Need to make sure there is access to public transport for those who are reliant on public transport for mobility due to their disability, including in regional areas.
7. Leverage technological advances including internet of things (IOT) and artificial intelligence into wayfinding, access to services etc.
8. Engineers and designers (and regulators) need to have agile mindset to new technologies and ways of providing accessible transport options.
9. Opportunities for new vehicles to be designed for more accessibility- zero emission busses (ZEBs), new trams and trains.
10. Universal access needs to be a guiding principle through the design process not post-design check.
11. Harmonise public transport and active transport infrastructure design standards and best operating practices.
12. Subject matter experts should be engaged at project commencement to identify appropriate standards that lead to good accessibility outcomes.

Universal design should be part of land-use planning, transport planning, and sustainable development, not just equity and inclusion.

The Universal Design for Transport: Transport Australia Society Discussion Paper was published in April 2022

The future of transport discussion paper was published January 2023. To provide feedback please email policy@engineersaustralia.org.au 

 

Singapore’s Universal Design Index

Singapore embraced universal design principles in their building code in 2006. The government recognised the importance of designing buildings and homes for everyone. Similarly to other nations, Singapore’s population is ageing and some thoughtful planning was needed. Singapore’s universal design index is an assessment tool with star ratings for user-friendliness.

For building designers aiming to go beyond Australia’s minimum standards, this guide has specific design information to help. Plain language and lots of photos make this an easy to read document.

Front cover of the Guide to universal design index.

Singapore’s Universal Design index (UDi) guide assists architects, designers and building owner to understand the framework, procedure and applicability of the UDi. It has explanatory notes and photo examples that aid awareness and understanding. The guide is published by Singapore’s Building and Construction Authority. It builds on other universal design guides, and the Code on Accessibility in the Built Environment.

It’s about being user-friendly

I took this photo of a sign at Gardens by the Bay in 2016. It is an attempt to show that universal design is not just about disability. Editor.

Sign showing symbols for wheelchair access and baby stroller access

The UDi provides indicators on the level of user-friendliness for each key user groups. The specific user groups are people with disability, older people, families with young children and expectant and nursing mothers.

The four key user groups: people with disability, older people, families with young children, expectant/nursing mothers.
User Group graphic from the Universal Design Index.

The guide is a building assessment tool with star ratings. The aggregate level of user friendliness across the user groups provides the Universal Design Index rating. This indicates the level of universal design implementation achieved.

A chart showing a five star rating from one indicating minimum compliance, to five indicating all groups considered.
User-friendliness rating scale as shown in the UDi guide.

And there is detail

This comprehensive guide has specific design details on circulation, wayfinding, sensory impairments, sanitary facilities and elder-friendly rooms, residential features, hotels, serviced apartments, and more. Some of the photos, such as sanitary facilities, and hotel rooms, look very disability-specific, but there are some good design ideas too.

In essence it is a relatively easy to read building guide presented as a self-assessment tool. It covers every design element you can think of in public buildings and residential settings. It’s also an exemplar of plain language that other guides could follow.

Universal design the Singapore way

Front cover of the Universal Design Guide for Singapore.

The Singapore Government is committed to universal design throughout its building code. The Building and Construction Authority’s Universal Design Guide for Public Places was developed under Singapore’s Successful Ageing project. You can download each chapter separately from the website:

  • Introduction to user needs
  • Arriving at the building
  • Access around and within the building
  • Sanitary facilities
  • Wayfinding and information systems
  • Facilities and elements within the building
  • Family-friendly facilities

Chapters cover public transport buildings, eating outlets, supermarkets and retail outlets, parks and open spaces, and community clubs. Access consultants can compare this document with the Australian Access to Premises Standard. 

Singapore is keen to progress universal design, and the Building and Construction Authority heads up their webpage with an encouraging title – “Friendly Built Environment”. 

Global roadmap for healthy longevity

When we use the phrase “design for all ages” it usually means “let’s include older people as well”. How did they get left out in the first place? The concepts underpinning universal design aim to overcome this division of ages. Many research articles address the issues, but community attitudes are slow to change. The Global Roadmap for Healthy Longevity is yet another publication promoting the need to be (older) age-friendly. It takes a global view with case studies and recommendations. 

Chapter 5 of the roadmap focuses on physical environment enablers. These include housing, public space and infrastructure, transportation, climate change and digital access. There’s very little new information in this chapter, but it brings together international research for useful recommendations.

A circle of six different coloured rings each with a key actor for an all of society approach to healthy longevity.
Six key areas of collaboration are needed.

Collaboration is needed at all levels including non government and local community organisations, the private sector, researchers and families. 

One of the key recommendations is taking a universal design approach and involving people in design processes. There is more emphasis on communities getting involved in the solutions. Strategic action plans for ageing societies exist in many countries, but few are heeded. That’s because they are viewed as being for a single sector or age group. Therefore collective action is needed. 

The Global Roadmap for Healthy Longevity is not just about older people. It recognises that all ages need to be considered, for younger people will eventually get older. It is a comprehensive publication. Here is a sample of findings from Chapter five. 

Housing

“Finding 5-1: Housing that encourages independence, social integration, and mobility is a key factor in older adults’ ability to realize healthy longevity, but the availability and affordability of this type of housing are limited, especially for those with limited financial resources.”

Walkability

“Finding 5-3: Intentionally designed public spaces and built environments can play an important role in influencing healthy longevity. Creating opportunities for mobility, walkability, access to green space, and social engagement can enhance the lives of older people and reduce mortality and morbidity.”

Finding 5-4: Public infrastructure, such as sidewalks, bike lanes, and well-lit streets, can influence the usability of an area and adults’ perception of safety.”

Transportation

“Finding 5-5: Safe and accessible transportation options can give older adults the opportunity to enjoy independent mobility around their community instead of avoiding social activities and becoming isolated and lonely.”

Information and communications technology

“Finding 5-6: Access to broadband internet is integral to many aspects of society. Low-income and rural households are especially likely to lack broadband access, which greatly influences their equitable access to other resources and their ability to work remotely and stay connected to social networks.”

Global Roadmap for Healthy Longevity is published by National Academies of Sciences, Engineering, and Medicine. 2022. Global Roadmap for Healthy Longevity. Washington, DC: The National Academies Press. https://doi.org/10.17226/26144. The full publication is available for download. 

 

Excluding by design: an Indigenous perspective

Front cover of the book with West's chapter on an Indigenous perspective on design.Peter West presents a philosophical essay on design from an Indigenous perspective. He argues that universal design is a Western thought based on Western knowledge systems. Although co-design invites others in it’s still driven by Western white values. 

West’s essay is an academic piece covering ideas that challenge Western notions of design. He contends that lack of indigenous sovereignty is a problem because it counters Western knowledge systems and governance. 

West argues that while Design invites others in (co-design methods), it remains “politely dominant”. Asking to be included – to be “let in” – begs questions such as, What am I now being included in? And at what cost and whose larger purpose? These are questions other marginalised groups might also ask. 

The book chapter by Peter West is titled, Excluding by design and is open access. 

From the conclusion

Indigenous sovereignty (and sovereignties) is the foundation from which non-Indigenous people can be in sovereign relationship, therefore Indigenous sovereignty cannot be othered, marginalised or included.

I am surrounded by the pluriversality of Indigenous sovereignties not as something I can know through Western ways of knowing or that attempting to replicate is knowing, but what I need to know is how to live and Design in a sovereign relationship. 

What is most likely to disrupt my relationship to Indigenous sovereignty is non-Indigeneity reorganising itself as it designs the gravitational pull of Western standards of what can be included, empathised with and what creates a palatable form of diversity.

Now, diversity and inclusion risks being an activity of designing ways of overcoming gaps in design and avoiding the admission that the knowledge base itself is the problem.

From the abstract

Western Design education and Design practice discourse is beginning to
express a need for greater diversity and inclusion.  For design to be inclusive, this must also beg the questions: Who has been excluded from Design, what are these practices of exclusion and what is revealed of Designs privilege to assume the position of host and includer?

However, when approached through Designs problem, solution mindset diversity and inclusion is at risk of being an answer motivated by offering a
more broadly transactional reach and ‘usefulness’.

It is important to recognise that the shift to inclusion as a policy emphasis does not erase past exclusions. Instead, the desire for diversity and inclusion can lead to Design positioning itself as benefactor, in a state of white virtue, rather than recognising itself as dominant discipline and system which politely adapts and consumes the invited other. 

In Australian design contexts, there is an enthusiastic desire to engage with and include Indigenous peoples and knowledges within Western design education institutions. However, I contend that the inability to recognise and be in relation to Indigenous sovereignty, as the basis of the Australian state, has resulted in Design being ill-equipped and perhaps incapable of practicing in relation to Indigenous knowledge systems (sovereignty).

This chapter explores contends that it is necessary to identify and disrupt (white) racialised logics within design lest it consume pluriversal thinking as a ‘value add’. I argue that the white racialised logics in design are illusive, adaptive and an exclusive disciplining practice. I draw upon critical race whiteness and indigeneity theory along with the seminal work of the Decolonising Design Group to explore a critical reset of the design episteme in relation to Indigenous sovereignty by knowing its ontological and epistemic boundedness.