Challenging Capabilities: The Value of Design from Ntaria

While the combination of design and well-being has often been discussed under various topic areas, but these approaches often do not provide a suitable holistic, in-depth, evaluative tool for understanding the value of design according to First Nations community perspectives and priorities in Australia. Collaborative research with First Nations people premises self-determination, local value systems, and place-based knowledges rather than predefined notions of well-being, economic growth, or sustainable development. Explored here is if the capability approach, focused on opportunities for self-defined concepts of value, can provide a more suitable framework. The article explores the role of design education in enhancing the capabilities of Aboriginal youth in Ntaria, a community in the Central Desert of Australia, and evaluates how learning design can contribute to the community's well-being and future aspirations. By critiquing traditional design evaluation methods, the study emphasizes the importance of self-defined concepts of value. Findings challenge the applicability of the capability approach in the context of Ntaria, revealing that although it provides a useful framework for evaluating quality of life, it falls short in capturing the unique cultural and social nuances of Aboriginal youth. Conventional capability metrics were not meaningful to the Ntaria youth, who prioritize different aspects of their lives that are deeply rooted in their cultural identity and community relationships. The study reveals how design education can foster creativity, cultural expression, and personal development, but these outcomes are best understood through a culturally specific lens. This research contributes to broader discussions on the societal impact of design, offering insights into sustainable and culturally relevant design practices and underscores the need for inclusive and participatory approaches in design education.