Abstract
People in the later stages of life make up one of the most differentiated and experientially rich groups in society which should make design for an ageing population one of the most stimulating areas for design practice. Yet ‘old’ age in the UK is largely framed as a problem to be solved; a position that design often (unconsciously) serves to perpetuate and reinforce. This case study will outline the context for an undergraduate course that seeks to overturn this negative frame that not only ‘others’ older people but also begets a paradoxical self-othering of our future selves. Picking up on the themes of power and voice in framing activities alongside the way problems are conceived and who defines them, the case study will outline the context, content and theoretical underpinnings of the course. It will also use student feedback and responses to demonstrate the value of addressing these issues at an undergraduate level and the ways in which this learning can be applied more widely to other areas of social design.
Keywords
ageing, cultural gerontology, situated design, framing, participation
DOI
https://doi.org/10.21606/drs_lxd2021.03.248
Citation
Gieben-Gamal, E.(2021) Reframing ageing in design education: A case study, in Bohemia, E., Nielsen, L.M., Pan, L., Börekçi, N.A.G.Z., Zhang, Y. (eds.), Learn X Design 2021: Engaging with challenges in design education, 24-26 September, Shandong University of Art & Design, Jinan, China. https://doi.org/10.21606/drs_lxd2021.03.248
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Conference Track
Case Study
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Reframing ageing in design education: A case study
People in the later stages of life make up one of the most differentiated and experientially rich groups in society which should make design for an ageing population one of the most stimulating areas for design practice. Yet ‘old’ age in the UK is largely framed as a problem to be solved; a position that design often (unconsciously) serves to perpetuate and reinforce. This case study will outline the context for an undergraduate course that seeks to overturn this negative frame that not only ‘others’ older people but also begets a paradoxical self-othering of our future selves. Picking up on the themes of power and voice in framing activities alongside the way problems are conceived and who defines them, the case study will outline the context, content and theoretical underpinnings of the course. It will also use student feedback and responses to demonstrate the value of addressing these issues at an undergraduate level and the ways in which this learning can be applied more widely to other areas of social design.