Critique and Post-Critique in Social Innovation Projects: between speculation and realism

Olander, Sissel

doi:10.21606/drs.2018.529

Cited by 1 publication

(1 citation statement)

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“…Our work relates primarily to research on current discourses and practices on new forms of critical and speculative inquiries that address the grey area between "affirmative" and "critical" design [13,14] through the lens of design research (especially interaction design research) and design-oriented HCI. There are ever-increasing interrogative approaches that investigate ways to transcend this dichotomy between "design for use" and "design for debate" towards "critical use" and alternative notions of problemsolving [15], including practice-based participatory research approaches that do so to leverage sustainable transitions [16] and social innovation [17]. In this context, "criticality" has grown in relevance in recent years in the HCI community, broadening and deepening its connection with design [18].…”

Section: Related Workmentioning

confidence: 99%

Prototyping Inconvenience: A pedagogical experiment on designing for debate in design education

Tost¹,

Schuster²,

Heidmann³

2021

IxD&A

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With design having more impact than ever, there is an increased need for critical inquiries into design research and education that engage designers to question established disciplinary assumptions. One prevailing myth is the convenience ideal: the obsession with comfort, efficiency, smoothness, and smartness that relates to a trend of envisioning super-convenient futures. By combining iterative prototyping, anti-solutionist strategies, and tactics of critical and speculative design, we built a counter-approach to conventional design processes: Inconvenient Design. With convenience as the topic for debate, we explored its potential in the course Stranger Things–Prototyping Inconvenience. This paper provides an overview of the approach and course format, using examples of student projects to illustrate how it encouraged them to reflect and debate directly in the design process in a tangible way, enabling them to craft alternatives. Lastly, we discuss the opportunities our methodological approach can bring to design research and education.

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