Navigating Cross-Cultures, Curriculum and Confrontation: Addressing Ethics and Stereotypes in Design Education

Autor/in	Buck-Coleman, Audra
Titel	Navigating Cross-Cultures, Curriculum and Confrontation: Addressing Ethics and Stereotypes in Design Education
Quelle	In: Visible Language, 44 (2010) 2, S.187-206 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2224
Schlagwörter	Foreign Countries; Graphic Arts; Design; Cultural Pluralism; Multicultural Education; Stereotypes; Social Bias; College Curriculum; College Instruction; College Students; Curriculum Implementation; Ethics; Thinking Skills; Visual Literacy; Visual Learning; Nonverbal Communication; Communication Strategies; Pilot Projects; Educational Experiments; Videoconferencing; Blended Learning; Controversial Issues (Course Content); Course Descriptions; Consciousness Raising; Cross Cultural Studies; Alabama; California; China; Colombia; El Salvador; Germany; Iran; Japan; Massachusetts; Philippines; Spain; Turkey; Utah + Suchen Sie Ihr Suchwort? Ausland; Grafik; Grafisches Gestaltung; Kulturpluralismus; Multikulturelle Erziehung; Klischee; Hochschullehre; Collegestudent; Ethik; Denkfähigkeit; Literacy; Visualization; Visualisation; Schreib- und Lesekompetenz; Visualisierung; Visual education; Visuelles Lernen; Non-verbal communication; Nonverbale Kommunikation; Kommunikationsstrategie; Pilot project; Modellversuch; Pilotprojekt; Schulversuch; Controversial issues; Kontroverse; Kursstrukturplan; Bewusstseinsbildung; Cultural comparison; Kulturvergleich; Kalifornien; Kolumbien; Deutschland; Master-Studiengang; Philippinen; Spanien; Türkei
Abstract	Graphic design's messages can reach across streets and across the globe; they can bring together countries, communities and strangers for a common cause; they can also serve to divide otherwise amenable neighbors. Design students must fully understand this potential reach and thus the responsibility they have to create tolerant, informed messages. The need to understand how personal beliefs of race, religion, socio-economic class and other differences influence visual messages is an ethical component of the graphic designer's professional duties. For if these differences and the potentially skewed perspectives are not recognized, then slippage between accurate and faulty messages will seep into graphic compositions. Sticks + Stones deliberately composes a highly diverse "classroom" of students in an effort for students to learn from each other as well as the curriculum. Studies show that students who learn in a diverse curriculum not only gain a broader perspective and appreciation for other cultures, but they also develop better thinking skills. Sticks + Stones collaborators aim to propagate knowledgeable, culture-savvy future designers who have learned first-hand from an extraordinarily diverse group of peers about the insulting and potentially harmful effects of image misuse. The innovative curriculum requires ethnic profiling and stereotyping as well as reflection, conversation and collaborative design on the way to multicultural understanding. (Contains 2 figures and 5 resources.) (As Provided).
Anmerkungen	Sharon H. Poggenpohl. Available from: Rhode Island School of Design. 2 College Street, Providence, RI 02903. Tel: 401-454-6570; Fax: 401-454-6117; Web site: http://trex.id.iit.edu/visiblelanguage/Directory.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10