Assessment of Sustainable Design: The Significance of Absence
- Authors: Giloi, Susan , Quinn, Lynn
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484176 , vital:78876 , https://doi.org/10.1080/14606925.2019.1651601
- Description: Although the technical aspects of sustainable design may be included in design education, the shaping of the student into an ethical and moral practitioner is seldom explicitly communicated. This paper aims to highlight an absence identified when the data from a design assessment case study was considered in relation to the literature on sustainable design. Using Maton’s Legitimation Code Theory (LCT) the study set out to identify what kind of knowledge and what kind of knowers are valued in graphic design assessment practice. While the researchers anticipated that concepts on sustainable design might be identified in the knowledge and knower valued in design education, what emerged was a marked absence of explicit references to how the curriculum aims to cultivate ethical and moral design practitioners. This conceptual paper discusses the implications of such an absence and the challenges of designing curricula, pedagogies and assessment methods to shape the designer’s dispositions.
- Full Text:
- Authors: Giloi, Susan , Quinn, Lynn
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484176 , vital:78876 , https://doi.org/10.1080/14606925.2019.1651601
- Description: Although the technical aspects of sustainable design may be included in design education, the shaping of the student into an ethical and moral practitioner is seldom explicitly communicated. This paper aims to highlight an absence identified when the data from a design assessment case study was considered in relation to the literature on sustainable design. Using Maton’s Legitimation Code Theory (LCT) the study set out to identify what kind of knowledge and what kind of knowers are valued in graphic design assessment practice. While the researchers anticipated that concepts on sustainable design might be identified in the knowledge and knower valued in design education, what emerged was a marked absence of explicit references to how the curriculum aims to cultivate ethical and moral design practitioners. This conceptual paper discusses the implications of such an absence and the challenges of designing curricula, pedagogies and assessment methods to shape the designer’s dispositions.
- Full Text:
Reflecting on feedback processes for new ways of knowing, being and acting
- Quinn, Lynn, Behari-Leak, Basturi, Ganas, Rieta, Olsen, Anne-Mart, Vorster, Jo-Anne E
- Authors: Quinn, Lynn , Behari-Leak, Basturi , Ganas, Rieta , Olsen, Anne-Mart , Vorster, Jo-Anne E
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484187 , vital:78878 , https://doi.org/10.1080/1360144X.2019.1593174
- Description: Using participatory research strategies we critically reflect on how, in a formal course for academic developers, feedback supports the induction of participants into the field. We investigated how feedback processes contribute to participants’ explorations of new ways of knowing, being, and acting as academic developers in their contexts. The process of reflecting on contested and diverse approaches to feedback has contributed significantly to theorising our practices as facilitators on the course. We argue that the kind of feedback provided by the tutors has the potential to contribute to strengthening emerging voices and practices of academic developers in the global South.
- Full Text:
- Authors: Quinn, Lynn , Behari-Leak, Basturi , Ganas, Rieta , Olsen, Anne-Mart , Vorster, Jo-Anne E
- Date: 2019
- Subjects: To be catalogued
- Language: English
- Type: text , article
- Identifier: http://hdl.handle.net/10962/484187 , vital:78878 , https://doi.org/10.1080/1360144X.2019.1593174
- Description: Using participatory research strategies we critically reflect on how, in a formal course for academic developers, feedback supports the induction of participants into the field. We investigated how feedback processes contribute to participants’ explorations of new ways of knowing, being, and acting as academic developers in their contexts. The process of reflecting on contested and diverse approaches to feedback has contributed significantly to theorising our practices as facilitators on the course. We argue that the kind of feedback provided by the tutors has the potential to contribute to strengthening emerging voices and practices of academic developers in the global South.
- Full Text:
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