Building “Working with, not for” into Design Studio Curriculum
Design ManifesT.O. 2020 is a Participatory Action Research project currently underway in Toronto, Canada and is working with communities to uncover stories of grassroots placemaking and community building done through creative practice. An unexpected discovery during data collection highlighted how...
| Main Author: | |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Athens Institute for Education and Research
2021-01-01
|
| Series: | Athens Journal of Architecture |
| Online Access: | https://www.athensjournals.gr/architecture/2021-7-1-1-Kampen.pdf |
| _version_ | 1819241900509495296 |
|---|---|
| author | Cheryl Giraudy |
| author_facet | Cheryl Giraudy |
| author_sort | Cheryl Giraudy |
| collection | DOAJ |
| description | Design ManifesT.O. 2020 is a Participatory Action Research project currently underway in Toronto, Canada and is working with communities to uncover stories of grassroots placemaking and community building done through creative practice. An unexpected discovery during data collection highlighted how communities are still being left out of decision-making processes that directly affect their collective values and living conditions and are being disrespected by designers and researchers — exposing very large gaps in the education of designers in terms of values-based learning, design ethics, and informed methods for working with communities. This paper interrogates design pedagogy and practice in order to stimulate further discourse and investigation into how to successfully integrate ethical and responsible protocols into design curriculum to support co-design practices where social justice and equity becomes normalized in practice. In other words: giving students the tools to “work with, not for” communities. Demonstrating social conscience is ethically desirable in design education but if students are not given the tools required to work with communities through respectful and collaborative processes then we are training the next generation of designers to continue a form of hegemony in design practice that is undesirable. |
| first_indexed | 2024-12-23T14:31:15Z |
| format | Article |
| id | doaj.art-a6138a8f9729442eb36ef903a99d3b9b |
| institution | Directory Open Access Journal |
| issn | 2407-9472 |
| language | English |
| last_indexed | 2024-12-23T14:31:15Z |
| publishDate | 2021-01-01 |
| publisher | Athens Institute for Education and Research |
| record_format | Article |
| series | Athens Journal of Architecture |
| spelling | doaj.art-a6138a8f9729442eb36ef903a99d3b9b2022-12-21T17:43:30ZengAthens Institute for Education and ResearchAthens Journal of Architecture2407-94722021-01-017193610.30958/aja.7-1-1Building “Working with, not for” into Design Studio CurriculumCheryl Giraudy0Associate Professor, OCAD University, CanadaDesign ManifesT.O. 2020 is a Participatory Action Research project currently underway in Toronto, Canada and is working with communities to uncover stories of grassroots placemaking and community building done through creative practice. An unexpected discovery during data collection highlighted how communities are still being left out of decision-making processes that directly affect their collective values and living conditions and are being disrespected by designers and researchers — exposing very large gaps in the education of designers in terms of values-based learning, design ethics, and informed methods for working with communities. This paper interrogates design pedagogy and practice in order to stimulate further discourse and investigation into how to successfully integrate ethical and responsible protocols into design curriculum to support co-design practices where social justice and equity becomes normalized in practice. In other words: giving students the tools to “work with, not for” communities. Demonstrating social conscience is ethically desirable in design education but if students are not given the tools required to work with communities through respectful and collaborative processes then we are training the next generation of designers to continue a form of hegemony in design practice that is undesirable.https://www.athensjournals.gr/architecture/2021-7-1-1-Kampen.pdf |
| spellingShingle | Cheryl Giraudy Building “Working with, not for” into Design Studio Curriculum Athens Journal of Architecture |
| title | Building “Working with, not for” into Design Studio Curriculum |
| title_full | Building “Working with, not for” into Design Studio Curriculum |
| title_fullStr | Building “Working with, not for” into Design Studio Curriculum |
| title_full_unstemmed | Building “Working with, not for” into Design Studio Curriculum |
| title_short | Building “Working with, not for” into Design Studio Curriculum |
| title_sort | building working with not for into design studio curriculum |
| url | https://www.athensjournals.gr/architecture/2021-7-1-1-Kampen.pdf |
| work_keys_str_mv | AT cherylgiraudy buildingworkingwithnotforintodesignstudiocurriculum |