Abstract
This paper describes and critically reflects upon case study within an ongoing action research located in Porto (Portugal) that investigates how the empowerment of Portuguese youth can be established through co-design. This long-term study is designed and implemented in Porto‟s public school through weekly sessions where students-participants give their contributions to the topics and ideas of activities to be conducted. The number of participants varies and is based on voluntary involvement of students from 12 to 16 years that are interested in improving the environment for their daily conviviality and learning within school area. Youngsters are in charge for co-design of local initiatives and responsible for their collective learning on how to reach highest levels of participation. Therefore, design is being perceived as a mean for creating new methods that could be applied in inclusive learning. Creating situations where young people can come and share designing and co-ownership experience allows stimulation of their initiatives and “learning by doing” (Kolb 1984).
DOI
https://doi.org/10.21606/nordes.2015.062
Citation
Glumac, O.(2015) Design for youngsters' empowerment in their sustainable active citizenship, in Tham, M., Edeholt, H., Ávila, M. (eds.), Nordes 2015: Design ecologies, 7 - 10 June, Konstfack, Stockholm, Sweden. https://doi.org/10.21606/nordes.2015.062
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Conference Track
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Included in
Design for youngsters' empowerment in their sustainable active citizenship
This paper describes and critically reflects upon case study within an ongoing action research located in Porto (Portugal) that investigates how the empowerment of Portuguese youth can be established through co-design. This long-term study is designed and implemented in Porto‟s public school through weekly sessions where students-participants give their contributions to the topics and ideas of activities to be conducted. The number of participants varies and is based on voluntary involvement of students from 12 to 16 years that are interested in improving the environment for their daily conviviality and learning within school area. Youngsters are in charge for co-design of local initiatives and responsible for their collective learning on how to reach highest levels of participation. Therefore, design is being perceived as a mean for creating new methods that could be applied in inclusive learning. Creating situations where young people can come and share designing and co-ownership experience allows stimulation of their initiatives and “learning by doing” (Kolb 1984).