Tales on Soles: Driving Design via Design Activism
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| Title: | Tales on Soles: Driving Design via Design Activism |
|---|---|
| Language: | English |
| Authors: | Chamila Subasinghe (ORCID |
| Source: | Teaching in Higher Education. 2024 29(1):53-74. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 22 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Foreign Countries, Design, Activism, Educational Innovation, College Students, Experiential Learning, Skill Development, Problem Based Learning, Educational Facilities, Creativity, Educational Technology, Competition, Evaluation Methods, Interdisciplinary Approach |
| Geographic Terms: | Australia |
| DOI: | 10.1080/13562517.2021.1962272 |
| ISSN: | 1356-2517 1470-1294 |
| Abstract: | Studio, a breeding ground for curiosity and wonder, has become more of a confined space for innovation lately. Infrastructure shortage also has triggered a somewhat impersonal attitude to studio learning. Can Design-Activism mitigate such stresses on the studio by becoming an alternative mode of driving studio processes? Reflectively, this study reports on upskilling students via alternative modes of learning to overcome infrastructure dependency. Participants of Tales on Soles (ToS) student design competition, embarked on an exploratory excursion to turn the studio into a place to adventure in a different way: emancipation of studio via activism. Narrated via reflective accounts of the author and the stakeholders, ToS delves into intricacies of innate nuances of a pertinent pedagogy: studio. The improvised studio infrastructure via transformed didactic models demonstrated Design-Activism's ability to harness alternate modes of driving studio. The themes deduced from the process demonstrate activism as an emancipation tool for studio innovations. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1413661 |
| Database: | ERIC |
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| Abstract: | Studio, a breeding ground for curiosity and wonder, has become more of a confined space for innovation lately. Infrastructure shortage also has triggered a somewhat impersonal attitude to studio learning. Can Design-Activism mitigate such stresses on the studio by becoming an alternative mode of driving studio processes? Reflectively, this study reports on upskilling students via alternative modes of learning to overcome infrastructure dependency. Participants of Tales on Soles (ToS) student design competition, embarked on an exploratory excursion to turn the studio into a place to adventure in a different way: emancipation of studio via activism. Narrated via reflective accounts of the author and the stakeholders, ToS delves into intricacies of innate nuances of a pertinent pedagogy: studio. The improvised studio infrastructure via transformed didactic models demonstrated Design-Activism's ability to harness alternate modes of driving studio. The themes deduced from the process demonstrate activism as an emancipation tool for studio innovations. |
|---|---|
| ISSN: | 1356-2517 1470-1294 |
| DOI: | 10.1080/13562517.2021.1962272 |
