275
Views
0
CrossRef citations to date
0
Altmetric
Articles

Tales on Soles: driving design via Design Activism

ORCID Icon
Pages 53-74 | Received 15 Dec 2020, Accepted 09 May 2021, Published online: 30 Aug 2021

References

  • Augsburg, T., B. M. Bekken, K. Hovland, J. T. Klein, D. B. Luckie, B. L. Madison, P. J. S. Martin, W. H. Newell, M. Sortor, and R. Vaz. 2013. “Insights on Interdisciplinary Teaching and Learning.” In White Paper, edited by Aaron M. McCright and Weston Eaton. East Lansing, MI: Michigan State University.
  • Beaumont, C., M. O’Doherty, and L. Shannon. 2011. “Reconceptualising Assessment Feedback: A Key to Improving Student Learning?” Studies in Higher Education 36 (6): 671–687.
  • Beckingham, S., and C. Nerantzi. 2015. “Scaling-up Open CPD for Teachers in Higher Education Using a Snowballing Approach.” Journal of Perspectives in Applied Academic Practices 3 (1): 109–121. doi:10.14297/jpaap.v3i1.148.
  • Bell, M., and M. Gillett. 1996. “Developing Reflective Practice in the Education of University Teachers, Different Approaches: Theory and Practice in Higher Education.” Proceedings of the HERDSA Conference 1996, Perth, Western Australia, 8–12 July (online). www.herdsa.org.au/confs/1996/bell.html (accessed 3 March 2020).
  • Bennett, D., A. Power, C. Thomson, B. Mason, and B.-L. Bartleet. 2016. “Reflection for Learning, Learning for Reflection: Developing Indigenous Competencies in Higher Education.” Journal of University Teaching & Learning Practice 13 (2): 1–19.
  • Biggs, J. B. 1991. “Student Learning in the Context of School.” In Teaching for Learning: The View from Cognitive Psychology, edited by J. B. Biggs, 27–39. Hawthorn: ACER.
  • Broadfoot, O., and R. Bennett. 2003. Design Studios: Online? Comparing Traditional Face-to-Face Design Studio Education with Modern Internet-Based Design Studios.
  • Brydon-Miller, M., D. Greenwood, and P. Maguire. 2003. “Why Action Research?” Action Research 1 (1): 9–28.
  • Burnard, P., P. Cook, S. Jasilek, B. Bauer-Nilsen, and P. Burnard. 2018. “Performing Arts Activism: Conceptualising an Eco Artistic Intercultural Choreographic Practice and Performance Called ‘Melting Ice’ for Addressing Climate Change.” Choreographic Practices 229–242.
  • Caspersz, D., and A. Stasinska. 2015. “Can We Teach Effective Listening? An Exploratory Study.” Journal of University Teaching and Learning Practice 12 (4): 15.
  • Clarke, J. 2013. “Actions Speak Louder: Victor Papanek and the Legacy of Design Activism.” Design and Culture 5 (2): 151–168.
  • Cross, N. 2011. Design Thinking: Understanding how Designers Think and Work. Oxford: Berg.
  • deBono, E. 1993. Parallel Thinking. Ringwood: Penguin Books.
  • DiSalvo, C. 2012. Adversarial Design. Cambridge, MA: MIT Press.
  • DiSalvo, C., M. Louw, D. Holstius, I. Nourbakhsh, and A. Akin. 2012. “Toward a Public Rhetoric through Participatory Design: Critical Engagements and Creative Expression in the Neighborhood Networks Project.” Design Issues 28 (3): 48–61.
  • Dow, M., C. Boettcher, J. Diego, M. Karch, A. Todd-Diaz, and K. Woods. 2015. “Case-Based Learning as Pedagogy for Teaching Information Ethics Based on the Dervin Sense-Making Methodology.” Journal of Education for Library and Information Science Online 56 (2): 141–157.
  • Dubb, S. 2018. “Culture, Inclusion, and Non-profit Competence: The Unbreakable Links.” February 2. https://nonprofitquarterly.org/2018/01/26/culture-inclusion-nonprofit-competence-unbreakable-links/.
  • Ejsing-Duun, S., and H. M. Skovbjerg. 2018. “Design as a Mode of Inquiry in Design Pedagogy and Design Thinking.” The International Journal of Art & Design 38 (2): 445–460.
  • Fineder, M., and T. Geisler. 2011. “‘Design Clinic’ Can Design Heal the World? Scrutinising Victor Papanek’s Impact on Today’s Design Agenda.” Design History Society Annual Conference: Design Activism and Social Change, Barcelona, Spain.
  • Frediani, A. 2016. “Re-imagining Participatory Design: Reflecting on the ASFUK Change by Design Methodology.” Design Issues 32 (3): 98e111.
  • Fuad-Luke, A. 2009. Design Activism. London: Earthscan.
  • Gardner, H. 1993. Multiple Intelligences. New York, NY: Basic Books Hons of Learning Harper Collins Publ. Inc.
  • Green, N. G., and E. Bonollo. 2003. “Studio-Based Teaching: History and Advantages in the Teaching of Design.” World Transactions on Engineering and Technology Education 2 (2): 269–273.
  • Jann, M. 2012. “Challenges and Recommendations for ‘Visitors’ Teaching Design in the Developing World Towards Sustainable Equitable Futures: Four Divided Nations.”
  • Joon, S. 2009. “Exploring Students’ Beliefs About Teaching and Learning in Relation to Their Perceptions of Student-Centered Learning Environments.” August 1. http://ugakr.libs.uga.edu/xmlui/handle/10724/25855.
  • Julier, G. 2019. “From Design Culture to Design Activism.” In The social Design Reader, edited by Elizabeth Resnick, 327–344. London: Bloomsbury Visual Arts.
  • Kolb, D. A. 1984. Experiential Learning: Experience as the Source of Learning and Development (1). Englewood Cliffs, NJ: Prentice-Hall.
  • Koskinen, Ilpo and Gordon Hush. 2016. “Utopian, Molecular and Sociological Social Design.” International Journal of Design 10 (1): 65–71.
  • Lee, K. S. 2009. “Listening to Students: Investigating the Effectiveness of an Online Graduate Teaching Strategies Course.” MERLOT Journal of Online Learning and Teaching 5 (1): 72–87.
  • Lenskjold, Tau Ulv, Sissel Olander, and Joachim Halse. 2015. “Minor Design Activism: Prompting Change from Within.” Design Issues 31 (4): 66–77. doi:10.1162/DESI_a_00352.
  • Lewin, K. 1946. “Action Research and Minority Problems.” Journal of Social Issues 2: 34–46.
  • Lou, Y. 2015. “Design Activism in an Era of Transformation.” Chinese Journal of Design 267: 17–19.
  • Mahmoud, N. E., S. M. Kamel, and T. S. Hamza. 2020. “The Relationship Between Tolerance of Ambiguity and Creativity in Architectural Design Studio.” Creativity Studies 13 (1): 179–198.
  • Maitland, B. M. 1991. “Problem-Based Learning for an Architecture Degree.” In The Challenge of Problem-Based Learning, edited by D. Boud and G. Feletti, 42–46. London: Kogan Page.
  • Manzini, E. 2015. Design When Everybody Designs – An Introduction to Design for Social Innovation. Cambridge: MIT Press.
  • Margolin, V., and S. Margolin. 2002. “A Social Model of Design: Issues of Practice and Research.” Design Issues 18: 24–29.
  • Mirza, S. 2017. “Shoes, Writing: Unspeaking Writing in the Material Culture of Pre-Islamic Arabia and Early Islam.” West 86th: A Journal of Decorative Arts, Design History, and Material Culture 24 (2): 159–176. doi:10.1086/696997.
  • Nubani, L. N., S. K. Kim, and H. Nazmy. 2018. “Using Design Charrettes in Interior Design Education to Improve Learning Outcomes and Collaboration with Professionals.” Journal of Architectural and Planning Research 35 (3): 218–234.
  • Park, Y. (2011, February). “A Pedagogical Framework for Mobile Learning: Categorizing Educational Applications of Mobile Technologies into Four Types.” The International Review of Research in Open and Distributed Learning 12 (2).
  • Peters, M., and V. Robinson. 1984. “The Origins and Status of Action Research.” Journal of Applied Behavioral Science 20 (2): 113–124.
  • Powers, M. 2016. Self-Regulated Design Learning. doi:10.4324/9781315746081.
  • Prensky, M. 2001. Digital Natives, Digital Immigrants, On the Horizon. Bradford: MCB University Press.
  • Rampersad, G., and J. Jane. 2013. “Developing Innovation Skills Through Work-Integrated Learning.” Global Perspectives on Engineering Management 2 (4): 165–174.
  • Sadler, D. R. 1998. “Formative Assessment: Revisiting the Territory.” Assessment in Education: Principles, Policy & Practice 5 (1), 77–84.
  • Savery, J., and T. Duffy. 1995. “Problem Based Learning: An Instructional Model and its Constructivist Framework.” Educational Technology 35: 31–38.
  • Schön, D. 1983. The Reflective Practitioner: How Professionals Think in Action. New York, NY: Basic Books, Inc.
  • Schon, D. A. 1987. Educating the Reflective Practitioner: Toward a New Design for Teaching and Learning in Professions. Jossey-Bass higher education series. San Francisco.
  • Schunk, D. H., and J. M. Rice. 1992. “Influence of Reading-Comprehension Strategy Information on Childrens Achievement Outcomes.” Learning Disability Quarterly 15 (1): 51–64.
  • Seliger, M. 2014. “Visual Rhetoric in Design Activism.” Proceedings of the 9th Conference of the International Committee for Design History and Design Studies. doi:10.5151/desproicdhs2014-0087.
  • Song, D., and Y. Lou. 2016. “Design Activism: Action Research as an Approach When Design Meets Social Innovation.” In Making Trans/national Contemporary Design History: 10th Conference of the International Committee for Design History & Design Studies, edited by Wendy Siuyi Wong, Yuko Kikuchi, and Tingyi Lin, 284–290. São Paulo: Blucher. doi:10.5151/desproicdhs2016-03_018.
  • Steven, H., and V. Véronique. 2003. Citizen Designer: Perspectives on Design Responsibility. New York, NY: Allworth Press.
  • Tversky, B. 2001. “Spatial Schemas in Depictions.” In Spatial Schemas and Abstract Thought, edited by M. Gattis, 79–111. Cambridge: MIT Press.
  • Visser, J. 2008. Constructive Interaction with Change: Implications for Learners and the Environment in which they Learn. In Learners in a Changing Learning Landscape: Reflections from a Dialogue on New Roles and Expectations, edited by J. Visser and M. Visser-Valfrey, 11–35. Dordrecht: Springer.
  • Ware, C. 2008. Visual Thinking: For Design. London: Elsevier.
  • Whyte, W. F. (ed.). 1991. Participatory Action Research. Newbury Park, CA: Sage.
  • Wilson, J. Z. 2011. “Australian Prison Tourism: A Question of Narrative Integrity.” History Compass 9 (8): 562–571.
  • Zimmerman, B. J. 2011. “Motivational Sources and Outcomes of Self-Regulated Learning and Performance.” In Educational Psychology Handbook Series. Handbook of Self-Regulation of Learning and Performance, edited by B. J. Zimmerman and D. H. Schunk, 49–64. New York: Routledge/Taylor & Francis Group.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.