Design Education Strategy

Reimagining Design Education Through Empathy

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Design Education Strategy

This paper will explore my intervention into decolonising design education as a response to bell hooks’ call for a teaching philosophy that recognises empathy and respect as devices for freedom and sustainable world making. By reflecting on my experience as a recent Masters degree graduate, a newly appointed first-year design lecturer and as a design mentor on a youth training programme I will provide evidence that, in the right learning environment, such a pedagogical approach is possible.

Reinventing design teaching in an era of exponential growth

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Design Education Strategy

Students across the globe are demanding a change in education.  In South Africa, the call is for ‘decolonisation’ of higher education.  Initially, the call was for free higher education, but students then demanded a significant overhaul of higher education; from the removal of symbols celebrating white supremacy, to a change in the selection criteria and policies to promote applicants on more indicators than academic aptitude alone.

Design Education as Woke Work

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Design Education Strategy

Ashraf Jamal (2016b, p. 68) regards the work Us and them, the killer of the world by artist Simphiwe Ndzube (2015) as an important signifier of the sociopolitical turmoil in the national psyche which openly erupted in the Rhodes Must Fall campaign in March of that year. Jamal highlights the essential work of interrogating social realities such as inequality on a structural level (which he argues this artwork accomplishes). He also reminds us that the dynamic of 'us and them' does not passively play out in institutions such as universities, invested in sustaining neoliberal interests as they are, but is actively replicated in such institutions.

Don’t Touch Me on My Discipline! Decolonisation, Disciplinarity and the Problem of Curricular Coherence

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Design Education Strategy

Since the mid 1990’s, recurriculation efforts in South Africa have been marked by ideological complexity. Although there is general agreement, post-apartheid, that curriculum should contribute to the construction of a just, equitable and democratic post-apartheid society, the question of how to get there is not straightforward. Broadly speaking, in the new South Africa, curriculum reform has been oriented around a liberal democratic notion of transformation.

Student Perceptions on Curriculum Change: Art and Design Theory within a New Bachelor of Visual Arts Degree at Nelson Mandela University.

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Design Education Strategy

This paper seeks to describe changes made to the Visual Studies course at the Nelson Mandela University in light of calls for the decolonisation of curricula, and to assess the impact of these changes by reviewing student responses to the revised curriculum. Using this course as a case study, the paper   reflects on students’ experiences of attempts at decolonisation, and seeks to contribute directions for further change.

A Decolonial Academy? Addressing the Oxymoron: How a Series of Performative Art-Science Creative Encounters Might Serve as a Toolbox of Ideas

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Design Education Strategy

Disciplinary practitioners are challenged to respond urgently and positively to calls to decolonize the academy. There is an expectation that the learning experience as well as the curriculum content needs to be fundamentally reshaped in response to the socio-political-economic realities of this century. To add to the complexity, as daily newscasts confirm, outside the ivory towers there is a growing sense that all is not well with the world, and that there is a need for radical social change.

Axis Mundi: A Pedagogical Exploration of the Decolonising Potential of Mythology

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Design Education Strategy

The postmodern condition is such that economies, globalisation, technologies and societal norms have undergone drastic changes and rapid progressions. All of which has made an undeniable impact on the state and function of contemporary education. In a world now orientated towards a “knowledge-based economy”, it becomes ever more pertinent to grapple with not only how knowledge is defined but also how knowledge is constructed and acquired. The #Decolonise movement makes a call for a knowledge based economy that can be understood as vernacular in nature – knowledge structures that are relatable or relevant to specific regional or cultural origins.

Cultivating voice through personal manifesto-making – a strategy for developing accountability, ethics and integrity in tertiary design curricula

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Design Education Strategy

 

There has never been a better time for tertiary curricula to provide a learning framework for the development of personal as well as professional ethics and accountability. Research shows that tertiary education today should address the development and transformation of the self (Mezirow

Appropriate pedagogy for practice, the ha-ha in the higher education landscape

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Design Education Strategy

In this paper I argue that appropriate methods and approaches in university teaching require an on- going ontological and epistemological debate. A pedagogic orientation implies a framework for educational decision making and participation that can result in strategic educational failure if it is poorly understood.

Team mentoring – a vehicle to foster and encourage ethics and accountability in design education

The ethics of Ubuntu and community participation in design

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Design Education Strategy

In order to produce skilled design graduates schools regularly restructure their curricula to develop knowledge  characterized  by  continuous  advancements  applicable  to  the  ever-changing  design industry. New schools are in demand and a concern arises that these offer little more than specialized software training and do not sufficiently prepare students to become empathetic, thoughtful individuals that may serve the needs of society.  Former president of the International Council of Graphic Design Associations (ICOGRADA), designer and educator Jorge Frascara (2008, sp) confirms this:

Do the right thing- combat our unsustainable future with design education

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Design Education Strategy

Governments, policy makers and environmental activists across the globe, entered the 21st century with a renewed focus in combatting the impact of humanities unsustainable practices. To achieve this goal a paradigm shift towards being environmentally responsible and accountable is required in which humanity will have to adopt radical personal change. This paper therefore aims to address the unsustainable future that humanity faces through investigating the role of education as agents of change in motivating sustainable practices and inspiring personal, ethical conduct amongst university students.

 

Praxis of Design Education to the current Digital Culture Student

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Design Education Strategy

If “Design is shaped by the community and community shapes design” (DEFSA 2013 brief author), then how do we teach design to a culture that is engrossed within the ever-­changing information age, what is the impact of this ethos on the current day designer and design?

Critical Design as critique of the design status quo

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Design Education Strategy

Contemporary design practice (and theory) is growing up. There is evidence to support the emergence of a new breed of designer who is able to reflect on her or his role in society, and to be critical of what they make and what the resultant consequences of that may be.

Design is often used as a vehicle to criticise and comment on issues, highlight problems and shortcomings in society, and present views and perspectives. This suggests that design is at a distance and impartial, but the truth is otherwise. Design is ideological and an expression of the values mediated by the designer and commissioned by others. This is the status quo: affirmative design. When design steps away from this position and critiques itself, critical design is the result.

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