Abstract
New, ongoing, and unremitting urgencies are aggregating at a furious rate – climate, inequality, populism, poverty, artificial intelligence, and unchecked capitalism. This uncertainty is daunting, but as bell hooks reminds us, “[t]he classroom, with all its limitations, remains a location of possibility” (1994: 207). The DRS EdSIG invites contributions that explore design education and its limitations and possibilities in the following ways: Resisting Education / The Education of Resistance What forms of design education should be resisted? How has design education been complicit in supporting existing orders? / What does it mean to educate future designers and design researchers for resistance, and what kinds of resistance should we be educating for? Recovering Education / The Education of Recovery What should we recover design education from? And what might we need to lose? / What does educating future designers and design researchers for recovery mean? Reflecting on Education / The Education of Reflection Which established epistemologies of design education should we critically reflect on? What modes of reflection are needed nowadays? / How can the education of future designers and design researchers utilise reflection to challenge existing orders and worldviews? Reimagining Education / The Education of Re-imagination How do we reimagine? With whom and what are the fruits of this re-imagining? / What does educating future designers and design researchers for re-imagination mean? We invite speculations, positions, possibilities, case studies, and empirical investigations that reconsider our knowledge, methods, and approaches in design education at undergraduate, postgraduate, and doctoral level.
Keywords
Design Education
DOI
https://doi.org/10.21606/drs.2024.151
Citation
Corazzo, J., Clemente, V., Jones, D., Lotz, N., and Noel, L. (2024) Resisting, Recovering, Reflecting, and Reimagining Design Education, in Gray, C., Ciliotta Chehade, E., Hekkert, P., Forlano, L., Ciuccarelli, P., Lloyd, P. (eds.), DRS2024: Boston, 23–28 June, Boston, USA. https://doi.org/10.21606/drs.2024.151
Creative Commons License
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Conference Track
Research Paper
Included in
Resisting, Recovering, Reflecting, and Reimagining Design Education
New, ongoing, and unremitting urgencies are aggregating at a furious rate – climate, inequality, populism, poverty, artificial intelligence, and unchecked capitalism. This uncertainty is daunting, but as bell hooks reminds us, “[t]he classroom, with all its limitations, remains a location of possibility” (1994: 207). The DRS EdSIG invites contributions that explore design education and its limitations and possibilities in the following ways: Resisting Education / The Education of Resistance What forms of design education should be resisted? How has design education been complicit in supporting existing orders? / What does it mean to educate future designers and design researchers for resistance, and what kinds of resistance should we be educating for? Recovering Education / The Education of Recovery What should we recover design education from? And what might we need to lose? / What does educating future designers and design researchers for recovery mean? Reflecting on Education / The Education of Reflection Which established epistemologies of design education should we critically reflect on? What modes of reflection are needed nowadays? / How can the education of future designers and design researchers utilise reflection to challenge existing orders and worldviews? Reimagining Education / The Education of Re-imagination How do we reimagine? With whom and what are the fruits of this re-imagining? / What does educating future designers and design researchers for re-imagination mean? We invite speculations, positions, possibilities, case studies, and empirical investigations that reconsider our knowledge, methods, and approaches in design education at undergraduate, postgraduate, and doctoral level.