Abstract
This paper presents ideas about education and democracy embedded in studies on de-sign literacy for sustainability. The descriptions of one semi-structured group interview study and one action research study provided in three research papers are analysed in light of three different conceptions of education and democracy. The analysis outlines how the research methods used in situations in which students (1) engage in questions, introductions and tightly structured tasks developed from research-based knowledge; (2) interact with and share their thoughts and reflections in groups; and (3) respond to open-ended questions contribute to research enabling design education for democracy, design education through democracy and democratic design education, respectively. These results are of relevance to the development of both education and educational research concerning design literacy.
Keywords
design literacy, design education, democracy, educational research
DOI
https://doi.org/10.21606/drs.2022.592
Citation
Maus, I.G. (2022) Democratic design literacy research, in Lockton, D., Lenzi, S., Hekkert, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June - 3 July, Bilbao, Spain. https://doi.org/10.21606/drs.2022.592
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Research Paper
Included in
Democratic design literacy research
This paper presents ideas about education and democracy embedded in studies on de-sign literacy for sustainability. The descriptions of one semi-structured group interview study and one action research study provided in three research papers are analysed in light of three different conceptions of education and democracy. The analysis outlines how the research methods used in situations in which students (1) engage in questions, introductions and tightly structured tasks developed from research-based knowledge; (2) interact with and share their thoughts and reflections in groups; and (3) respond to open-ended questions contribute to research enabling design education for democracy, design education through democracy and democratic design education, respectively. These results are of relevance to the development of both education and educational research concerning design literacy.