Abstract
Through a fragmented and interrogative visual critique, this submission critically examines the intersection of Design Thinking (DT) and Circular Economy (CE) governance in policymaking. It stems from the authors’ engagement with both academic literature and practical experiences in design facilitation and participatory governance, particularly within Portuguese contexts. The work responds to recurring narratives observed in these domains, and uses visual argumentation to unpack their underlying assumptions. It argues that while both DT and CE are widely promoted as tools for systemic change and participation, their application often inadvertently reinforces existing hierarchies and limits genuine community engagement, rather than fostering equitable transformation. This paper explicitly questions the evolving role of designers—from facilitators of systemic change and mediators of competing interests to educators working alongside communities—challenging the conventional understanding of their impact. The visual methodology employed here deconstructs the assumed relationships between DT, public policies, local communities, and circular practices, highlighting potential pitfalls such as the superficiality of participation, corporate appropriation of design processes, and the top-down nature of CE implementation. The findings contribute to design education by emphasizing the urgent need to critically reassess how designers engage with policymaking, advocating for long-term thinking, interdisciplinary approaches, and the integration of diverse epistemologies in governance and sustainability efforts. This work is a call for design educators to prepare future designers not merely to innovate, but to critically challenge systemic constraints and contribute to truly transformative change.
DOI
https://doi.org/10.21606/drslxd.2025.190
Citation
dos Santos, J.A., Clemente, V.,and Silva, P.(2025) Questioning the intersection of Design Thinking, Public Policy and Circular Economy: a visual critique, in Clemente, V., Gomes, G., Reis, M., Félix, S., Ala, S., Jones, D. (eds.), Learn X Design 2025, 22-24 September 2025, Aveiro, Portugal. https://doi.org/10.21606/drslxd.2025.190
Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
Conference Track
Visual Submission
Questioning the intersection of Design Thinking, Public Policy and Circular Economy: a visual critique
Through a fragmented and interrogative visual critique, this submission critically examines the intersection of Design Thinking (DT) and Circular Economy (CE) governance in policymaking. It stems from the authors’ engagement with both academic literature and practical experiences in design facilitation and participatory governance, particularly within Portuguese contexts. The work responds to recurring narratives observed in these domains, and uses visual argumentation to unpack their underlying assumptions. It argues that while both DT and CE are widely promoted as tools for systemic change and participation, their application often inadvertently reinforces existing hierarchies and limits genuine community engagement, rather than fostering equitable transformation. This paper explicitly questions the evolving role of designers—from facilitators of systemic change and mediators of competing interests to educators working alongside communities—challenging the conventional understanding of their impact. The visual methodology employed here deconstructs the assumed relationships between DT, public policies, local communities, and circular practices, highlighting potential pitfalls such as the superficiality of participation, corporate appropriation of design processes, and the top-down nature of CE implementation. The findings contribute to design education by emphasizing the urgent need to critically reassess how designers engage with policymaking, advocating for long-term thinking, interdisciplinary approaches, and the integration of diverse epistemologies in governance and sustainability efforts. This work is a call for design educators to prepare future designers not merely to innovate, but to critically challenge systemic constraints and contribute to truly transformative change.