Design Education without Borders: How Students Can Engage with a Socially Conscious Pedagogy as Global Citizens

Autor/inn/en	Macdonald, Iain; MacLeod, Myrna
Titel	Design Education without Borders: How Students Can Engage with a Socially Conscious Pedagogy as Global Citizens
Quelle	In: International Journal of Art & Design Education, 37 (2018) 2, S.312-324 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1476-8062
DOI	10.1111/jade.12117
Schlagwörter	Art Education; Design; Student Experience; Foreign Countries; Cooperative Learning; Citizenship; Global Approach; Interviews; Student Journals; Student Projects; College Students; Humanistic Education; Cultural Education; United Kingdom; Mozambique + Suchen Sie Ihr Suchwort? Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Studienerfahrung; Ausland; Kooperatives Lernen; Staatsbürgerschaft; Globales Denken; Interviewing; Interviewtechnik; Studentenzeitung; Schulprojekt; Collegestudent; Humanistische Bildung; Culture; Kulturelle Bildung; Kulturelle Erziehung; Großbritannien; Mosambik
Abstract	This study examines the student experience of a third sector graphic design project in an international context. Inspired by a humanist and socially conscious perspective that was originally set out by Ken Garland's 'First Things First' manifesto in 1964, the project developed into a collaborative learning experience for African and European students. The aim of this project was to develop student global citizenship and mobility through a cultural learning experience in a very different environment with challenging resources and social conditions. Using student interviews and evidence from their reflective journals, this article analyses how UK design students participated and negotiated the implementation of live projects in an African context, specifically Mozambique. It also examines the wider impact on the cohort of students and friends who did not travel to Africa but followed the experience online. Risk taking, experimentation and an appetite for enquiry are attributes that students are encouraged to develop, but they can equally apply to teachers and lecturers as they develop their curricula. Within the framework of university learning, teaching and assessment strategies space can be found for design educators to look beyond corporate and conventional consumer outlets to a more socially conscious and community focus without borders. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01