Abstract
We have destabilized nature by design. The Anthropocene epoch requires a fundamental redirection of the purpose of design and design education. This empirical review explores two design projects—Repair and Ecovillage—at the level of lower secondary education in Norway. The review examines ways in which pupils are challenged to question, rethink and transform unsustainable practices of everyday living. A metho¬dological framework consisting of four narratives is used to identify design skills and discuss the potential empowerment of critical design literacy. In the Repair project, pupils’ question practices of the fashion industry and responsible consumption while they design kits for mending clothes. The Ecovillage project challenges pupils to explore how architecture can lower carbon footprint and enable shared-living. The Repair project empowers the pupils to transform un-sustainable practices present in the roles of consumers. The Ecovillage project asks pupils to claim a role as redirective designers and discern the possibilities of architecture to nudge change in our modes of being in this world.
Keywords
critical design literacy, general education, empirical review, design skills
DOI
https://doi.org/10.21606/drs_lxd2021.05.138
Citation
Lutnæs, E.(2021) Exploring practices of critical design literacy: A comparative study of two lower secondary school design project, 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_lxd2021.05.138
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Conference Track
Research Paper
Included in
Exploring practices of critical design literacy: A comparative study of two lower secondary school design project
We have destabilized nature by design. The Anthropocene epoch requires a fundamental redirection of the purpose of design and design education. This empirical review explores two design projects—Repair and Ecovillage—at the level of lower secondary education in Norway. The review examines ways in which pupils are challenged to question, rethink and transform unsustainable practices of everyday living. A metho¬dological framework consisting of four narratives is used to identify design skills and discuss the potential empowerment of critical design literacy. In the Repair project, pupils’ question practices of the fashion industry and responsible consumption while they design kits for mending clothes. The Ecovillage project challenges pupils to explore how architecture can lower carbon footprint and enable shared-living. The Repair project empowers the pupils to transform un-sustainable practices present in the roles of consumers. The Ecovillage project asks pupils to claim a role as redirective designers and discern the possibilities of architecture to nudge change in our modes of being in this world.