SciELO - Scientific Electronic Library Online

 
vol.25 issue1Teaching Gender and Sexuality in the Wake of the Must Fall Movements: Mutual Disruption through the Lens of Critical PedagogyDiversifying Funding Sources for Public Higher Education in China during Massification author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Services on Demand

Article

Indicators

Related links

  • On index processCited by Google
  • On index processSimilars in Google

Share


Education as Change

On-line version ISSN 1947-9417
Print version ISSN 1682-3206

Abstract

MORRIS, Amanda. Knock Knock: An Exploration of Diverse Student Identities in a South African Design Classroom. Educ. as change [online]. 2021, vol.25, n.1, pp.1-22. ISSN 1947-9417.  http://dx.doi.org/10.25159/1947-9417/8750.

Incorporating socially just concepts into classrooms means students' needs are considered and pedagogic activities recognise everyone and make sure that student voices are heard, acknowledged and affirmed. Art has historically provided alternative ways of making sense of our worlds, commenting on them, questioning practices and structures, and voicing our feelings and experiences. In the context of the volatile South African higher education landscape, diverse student populations, widespread calls for decolonisation and social justice, arts-based enquiry as a method provides a view into the ineffable experiences of students. This article explores collage as a conduit for design students to engage with their designer identities, experiences of higher education and personal narratives. The research documents students' liminal experiences at the start of their journey as extended curriculum design students and uses collage as a form of elicitation, a reflective process and a way of conceptualising ideas as an attempt at restoring justice in an African (design) classroom.

Keywords : arts-based enquiry; diversity; social justice; design education.

        · text in English     · English ( pdf )

 

Creative Commons License All the contents of this journal, except where otherwise noted, is licensed under a Creative Commons Attribution License