Designing New Futures for Design Education

Noel, Lesley-Ann

doi:10.1080/17547075.2022.2105524

Cited by 8 publications

(6 citation statements)

References 17 publications

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“…Critical subjectivity is addressed in various fields through notions of positionality. We employed Dr Lesley-Ann Noel's 'Designer's Critical Alphabet' card deck, which empowers users to clearly see themselves in their work and to 'access multiple points of view, concepts and definitions' beyond their own, 37 prompting students to reflect on positionality and biases. Readings also helped students to navigate their tangata whenua or tangata Tiriti positionality, including Tina Ngata's 'What is Required from Tangata Tiriti' .…”

Section: Part Two: Toward Strategies For Mana-enhancing Te Tiriti-led...mentioning

confidence: 99%

Whakamana

Archer-Martin,

Stokes

2023

idea journal

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Socio-culturally restorative and ecologically regenerative futures for Aotearoa will be coproduced only in the context of mana-enhancing, Te Tiriti-led partnerships that embrace uncertainty and ‘possibilism’. What are the implications of this for spatial design pedagogy? In this text-based research essay, we explore how Te Tiriti-led pedagogy might be integrated in a meaningful and fundamental way in undergraduate spatial design studios, including projects in which students self-select topics as part of developing their own design identities. These types of projects do not lend themselves to external partnerships, being too broad in scope, not initiated by the partners, and unable to adequately ensure tangible mutual benefits, particularly within institutional timeframes. Te Tiriti-led futures, however, will require a diversity of practices, not all of which can be conducted within the context of direct cocreative partnerships. This presents a particular pedagogical challenge: whether mana-enhancing partnership and ethical engagement with Indigenous knowledges is possible in undergraduate studio projects where the ‘partnerships’ are only hypothetical. We analyse a third-year studio in which we introduced an expanded model of partnership, combining identity-driven studentcentred pedagogy with Te Tiriti-led design for restorative and regenerative futures. This model rejects certainty/uncertainty binaries and reframes uncertainty as a fundamental condition of ethical engagement across cultural difference. We turn instead to Māori concepts of mana and manaakitanga, exploring ways to empower agency and overcome paralysis, and draft a relationally responsible framework for engagement with Indigenous knowledges. This employs a weaving metaphor that both protects the identity and autonomy of each knowledge source and enhances its mana as part of the woven fabric. Offering this up as a case study of situated, ethical design pedagogy, we critically reflect on the effectiveness of these strategies, and find our own opportunities for transformational learning in the student work. We reject the toxic certainties of the dominant, degenerative paradigm, envisaging a joyfully uncertain pluriversal future in which ecologically regenerative and socio-culturally restorative processes facilitate human and environmental flourishing.

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Section: Part Two: Toward Strategies For Mana-enhancing Te Tiriti-led...mentioning

confidence: 99%

Whakamana

Archer-Martin,

Stokes

2023

idea journal

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“…However, foreground research has found few examples that interrogate the design process and its collective weight and the impacting consequential follow-on behaviours regarding design. Interestingly Noel (2022) indicates "The futures of design education will be pluriversal as we will learn to co-exist with many ways of doing design that draw on personal histories, a range of identities, localities, and a diversity of motives".…”

Section: Design Process: Analysis Of a Student Projectmentioning

confidence: 99%

Net-Zero Design Education. Transition to “Better States” in Understanding Carbon and the Design Process

McDonald

2022

Diid

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Design education must adapt to the changing attitudes of student designers, and industry immediately. The consequence of how we design shapes the attitudes, values, and decisions student designers make across a professional career. Design education must be responsible for how they facilitate a course and the projects they deploy. Decision-making in the process of designing subsequently develops values and impacts that transcend beyond a design course. The research adopted a mixed-methods approach comprising of semi-structured interviews, questionnaires, and data tracking of an undergraduate visual communication cohort. Activity data enabled understanding of the cultural, leadership and transitioning challenges associated with the design process. The project surfaced gaps in the organisation, knowledge, process, skills, tools and technologies embedded into the design process. This research situates a critical pivot in design education demanding a cultural shift for a Net-Zero world.

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“…We seek to disrupt this by presenting alternative ways of teaching design that acknowledge there is not 'one' universal design history, but many histories of designing, where multiple competing and divergent concepts and realities can complement and challenge each other. Here, we join others who seek to emphasise local histories as they have always been and continue to unfold alongside dominant design histories (Cheang & Suterwalla 2020;Angelon & Van Amstel 2021;Noel 2022).…”

Section: Introductionmentioning

confidence: 96%

“…Design education largely continues these colonial narratives and structures. Teachings from the Bauhaus, the authority of design 'masters' over 'apprentices' and perpetuating a 'universal' understanding of design based on problem-solving, commercial markets and continued growth and development remain prominent (Noel 2022). What can be learnt from diverse cultural and intersectional identities, including the rich contributions of First Nations people, who are Australia's first designers, is often overlooked by defaulting to dominant accepted Western standards and practices (St John 2018).…”

Section: Introductionmentioning

confidence: 99%

Acknowledging Identity and Intersectionality—A Transformative Framework for Design Education Futures

St John,

Suhendra

2024

Int J Art Design Ed

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Design education in Australia is still largely dominated by Westphalian perspectives, values, histories and ways of learning. The focus on Euro‐western aesthetics, technologies, timelines and processes marginalises other identities, cultures and places. This signals to students that they should internalise, value and master dominant narratives, knowledges and ways of designing. Responding to this legacy, this article details the development of an intersectional and transformative framework to guide pedagogy for design education futures. Drawing from intersectional, student‐centred and transformative learning theories, we argue that students can develop self‐awareness and critical evaluation skills through understanding and designing within their own histories and cultures. In applying our framework, we reflect on how we developed a communication design history curriculum that centres on previously marginalised designers and prioritises pluralistic work that comes out of diverse cosmologies, perspectives and points of view. Early results demonstrate that offering spaces for students to connect design to their own intersectional identities increases self‐reflection and belonging, while engaging students to contribute new knowledges and perspectives to design history than we have had in the past. We hope this framework contributes to design education moving towards and respecting expanded ways of thinking, seeing and teaching design.

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Designing New Futures for Design Education

Cited by 8 publications

References 17 publications

Whakamana

Whakamana

Net-Zero Design Education. Transition to “Better States” in Understanding Carbon and the Design Process

Acknowledging Identity and Intersectionality—A Transformative Framework for Design Education Futures

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