Abstract

This article describes the conversation and process between two Caribbean design educators, one from Puerto Rico, and one from Trinidad and Tobago, as they co- developed an appropriate design class for students who were experiencing a catastrophic event. The curriculum built on a design curriculum, developed by the latter for children in a rural village in the English-speaking Caribbean that focussed on promoting equity and empowerment through reflections and critical discussions by the participants. The curriculum was adapted by the former, using her resilience thinking toolbox with her undergraduate students in Puerto Rico in the wake of Hurricane María. The aim of the curriculum was to help the Puerto Rican communication design students move beyond merely coping with the impact of the natural disaster, to action and thriving through design. Students were led through several design stages that included reflections, critical discussions, brainstorming around future utopian or dystopian scenarios and proposing solutions. The students were expected to focus on a Puerto Rico in the year 2054 as a strategy of resistance visualization. In this paper, the authors describe the four phases of implementation of the curriculum, as well as the reflections of the students and their own reflections on the collaborative process and its significance.

Keywords:

design pedagogy, design fiction, design for hope, Puerto Rico, Caribbean design

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

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Jun 25th, 12:00 AM

Puerto Rico 2054: design pedagogy in a time of crisis

This article describes the conversation and process between two Caribbean design educators, one from Puerto Rico, and one from Trinidad and Tobago, as they co- developed an appropriate design class for students who were experiencing a catastrophic event. The curriculum built on a design curriculum, developed by the latter for children in a rural village in the English-speaking Caribbean that focussed on promoting equity and empowerment through reflections and critical discussions by the participants. The curriculum was adapted by the former, using her resilience thinking toolbox with her undergraduate students in Puerto Rico in the wake of Hurricane María. The aim of the curriculum was to help the Puerto Rican communication design students move beyond merely coping with the impact of the natural disaster, to action and thriving through design. Students were led through several design stages that included reflections, critical discussions, brainstorming around future utopian or dystopian scenarios and proposing solutions. The students were expected to focus on a Puerto Rico in the year 2054 as a strategy of resistance visualization. In this paper, the authors describe the four phases of implementation of the curriculum, as well as the reflections of the students and their own reflections on the collaborative process and its significance.

 

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