Serving The Marginalized Through Design Education

Design education and practice are inherently social from process to implementation. This book explores the transformation in design education, as educators prepare their students to address complex social design problems for all people in society. This seven-chapter volume provides the reader with a range of viewpoints on the role of design education in shaping the world. The book begins with the overarching potential of design to address the needs of an increasingly complex society and the importance of worldview that underpins education methodology. Each chapter addresses a context that varies by discipline – architecture, graphic, packaging and interior design – and location – Nigeria, Canada, Lebanon, UK and USA. The authors pull back the curtain on their educational methods and provide the reader with a candid view of their teaching outcomes. The needs of the marginalized – victims of Asian hate, students with dyslexia, tomato farmers and even design students themselves – are brought into focus here. These specific places and peoples provide a design context that can be translated to other situations in design education and practice. Design educators and practitioners of many design disciplines will benefit from the philosophical discussions and the practical education examples offered here. This volume can contribute to transforming design education that will one day transform design practice to place a greater emphasis on the needs of the forgotten in society.

An exploration of how design might be led by marginalized communities, dismantle structural inequality, and advance collective liberation and ecological survival. What is the relationship between design, power, and social justice? “Design justice” is an approach to design that is led by marginalized communities and that aims expilcitly to challenge, rather than reproduce, structural inequalities. It has emerged from a growing community of designers in various fields who work closely with social movements and community-based organizations around the world. This book explores the theory and practice of design justice, demonstrates how universalist design principles and practices erase certain groups of people—specifically, those who are intersectionally disadvantaged or multiply burdened under the matrix of domination (white supremacist heteropatriarchy, ableism, capitalism, and settler colonialism)—and invites readers to “build a better world, a world where many worlds fit; linked worlds of collective liberation and ecological sustainability.” Along the way, the book documents a multitude of real-world community-led design practices, each grounded in a particular social movement. Design Justice goes beyond recent calls for design for good, user-centered design, and employment diversity in the technology and design professions; it connects design to larger struggles for collective liberation and ecological survival.

An authoritative guide to service-learning and collaborative design that challenges the boundaries between communities and universities and advances meaningful partnerships.

"Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve." --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by "teachers" they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation "Every student," Mirko and Katie insist, "deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability." Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669

The use of eHealth and mHealth interventions for health promotion, health professional education, and health professional support is on the rise. They have a significant potential for learning through their wide reach, ability to tailor to specific needs, and facilitation of engagement, interactivity, and collaboration. Although eHealth and mHealth interventions are invested in quality and effectiveness, they vary in their use of theory and instructional design principles based on the perspectives of the disciplines that can influence their work. Instructional Design Exemplars in eHealth and mHealth Education Interventions showcases design exemplars of eHealth and mHealth interventions in health promotion and in education and support of health professionals. These exemplars demonstrate the integration of theory and design principles that benefit health professionals and health education. Covering topics such as healthcare access, instructional technology, and diverse learning experiences, this book is a dynamic resource for health professionals, instructional designers, educators, researchers, hospital administrators, policymakers, researchers, and academicians.

Public Interest Design Education Guidebook: Curricula, Strategies, and SEED Academic Case Studies presents the pedagogical framework and collective curriculum necessary to teach public interest designers. The second book in Routledge’s Public Interest Design Guidebook series, the editors and contributors feature a range of learning competencies supported by distinct teaching strategies where educational and community-originated goals unite. Written in a guidebook format that includes projects from across design disciplines, this book describes the learning deemed most critical to pursuing an inclusive, informed design practice that meets the diverse needs of both students and community partners. Featured chapter themes include Fundamental Skills, Intercultural Competencies, Engaging the Field Experience, Inclusive Iteration, and Evaluating Student Learning. The book consists of practice-based and applied learning constructs that bridge community-based research with engaged learning and design practice. SEED (Social Economic Environmental Design) academic case studies introduce teaching strategies that reinforce project-specific learning objectives where solving social, economic, and environmental issues unites the efforts of communities, student designers, and educators. This comprehensive publication also contains indices devoted to learning objectives cross-referenced from within the book as well as considerations for educational program development in public interest design. Whether you are a student of design, an educator, or a designer, the breadth of projects and teaching strategies provided here will empower you to excel in your pursuit of public interest design.

Design-Build provides everything you need to know about how to embark on a design-build project within a studio or professional practice setting. Design-build models have increased across academic programs worldwide, allowing students to address the real-world challenges of working in the community using a participatory design process. In practice, they offer a full partnership between the designer and builder to elevate design concepts and reduce project costs. Written by an experienced practitioner and educator, this book offers contextual background on the development of the design-build model in pedagogy and practice, guidance from inception to conclusion for classroom and field usage, discussions on the shift to community-engaged design and inspirational examples from international case studies. Illustrated in full color throughout, it looks at structuring a design-build firm, best-practice, efficiency and the limitations of design-build as a practice model. This is the fundamental guidebook for those interested in developing or working for a design-build professional practice, academics leading design-build programs and students interested in social and environmental justice, education, and practice through a design-build model.

This book constitutes the refereed proceedings of the 8th International Workshop on Learning Technology for Education Challenges, LTEC 2019, held in Zamora, Spain, in July 2019. The 41 revised full papers presented were carefully reviewed and selected from 83 submissions. The papers are organized in the following topical sections: learning technolgies; learning tools and environment; e-learning and MOOCs; learning practices; social media learning tools; machine learning and evaluation support programs. LTEC 2019 examines how these technologies and pedagogical advances can be used to change the way teachers teach and students learn, while giving special emphasis to the pedagogically effective ways we can harness these new technologies in education.

This personal history chronicles the triumph and loss of a 1960s initiative to recruit minority students to Columbia University’s School of Architecture. At the intersection of US educational, architectural, and urban history, When Ivory Towers Were Black tells the story of how an unparalleled cohort of ethnic minority students overcame institutional roadblocks to earn degrees in architecture from Columbia University. Its narrative begins with a protest movement to end Columbia’s authoritarian practices, and ends with an unsettling return to the status quo. Sharon Egretta Sutton, one of the students in question, follows two university units that led the movement toward emancipatory education: the Division of Planning and the Urban Center. She illustrates both units’ struggle to open the ivory tower to ethnic minority students and to involve those students in improving Harlem’s slum conditions. Along with Sutton’s personal perspective, the story is narrated through the oral histories of twenty-four fellow students who received an Ivy League education only to find the doors closing on their careers due to Nixon-era urban disinvestment policies.

Evaluating the experiences of racially marginalized and underrepresented groups is vital to creating equality in society. Such actions have the potential to provoke an interest in universities to adopt high-impact pedagogical practices that attempt to eliminate institutional injustices. Culturally Engaging Service-Learning With Diverse Communities is a pivotal reference source for the latest scholarly research on service-learning models that recognize how systemic social injustices continue to pervade society. Featuring extensive coverage on a broad range of topics and perspectives such as cultural humility, oral histories, and social ecology, this book is ideally designed for scholars, practitioners, and students interested in engaging in thoughtful and authentic partnerships with diverse groups.