Abstract
This co-authored visual essay explores our process of making space for ourselves online within the complexity of our intersectional identities. Individually, we’ve appropriated mainstream social media posts to share marginalized experiences, generate meaningful connections, and merge our personal and research identities. On Facebook, Griffin shares her experiences as a cis-female, invisibly disabled, neurodivergent design educator. On Instagram, Hull shares their experiences as fat, queer, trans non-binary design student. Together, using tools with low barriers to entry, we document how design educational praxis affords our marginalized voices access, or not, within physical and virtual design education spaces. As white authors, we reflect on how our experiences have been invisibly and inequitably racialized. This essay includes captured social media posts, data visualizations both poetic and pragmatic, and captions providing thick descriptions.
Keywords
design education; online tools; intersectional identities
DOI
https://doi.org/10.21606/drs.2024.653
Citation
Griffin, D., and Hull, B. (2024) Making Space Online: Situating Complex, Intersectional Identities, 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.2024.653
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Making Space Online: Situating Complex, Intersectional Identities
This co-authored visual essay explores our process of making space for ourselves online within the complexity of our intersectional identities. Individually, we’ve appropriated mainstream social media posts to share marginalized experiences, generate meaningful connections, and merge our personal and research identities. On Facebook, Griffin shares her experiences as a cis-female, invisibly disabled, neurodivergent design educator. On Instagram, Hull shares their experiences as fat, queer, trans non-binary design student. Together, using tools with low barriers to entry, we document how design educational praxis affords our marginalized voices access, or not, within physical and virtual design education spaces. As white authors, we reflect on how our experiences have been invisibly and inequitably racialized. This essay includes captured social media posts, data visualizations both poetic and pragmatic, and captions providing thick descriptions.