Bain, Jennifer; Golmohammadi, Lili and McCauley-Bowstead, Jay. 2017. Mapping Disjunction in Design Learning: Toward a Pedagogy of Possibility. Multiplexer(1), ISSN 2059-1543 [Article]

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Abstract or Description

As part of an ethnographic design learning series, we use excerpts from learning discourses to map a path from disjunction in design learning toward a pedagogy of possibility. Illuminating the role of students as one where they often conform to the rules and procedures of 'others' these learner-to-learner, learner-to-teacher and teacher-to-teacher exchanges consider such diverse concepts as design orthodoxies, uncovering disjunction and disrupting hierarchies in design learning. We pose questions around voice, power and empowerment, advancing an idea of higher education vocabulary that includes such terms as self-confidence, hope, journey, energy, engagement, independence, being and becoming. Through this shift we conceptualise multiple design learning voices, building shared understandings of learners and teachers as active collaborators and co-producers. Moving toward a pedagogy of possibility that is about the not yet known, going beyond a focus on intellect to consider the commitment, openness, wonder and passion that are integral to design learning. We offer a perspective on how pedagogy might be revitalised through an ontological approach to higher education design programmes.

Item Type:	Article
Departments, Centres and Research Units:	Design
Dates:	Date Event 28 February 2017 Published
Item ID:	20274
Date Deposited:	26 Apr 2017 15:41
Last Modified:	29 Apr 2020 16:26
Peer Reviewed:	Yes, this version has been peer-reviewed.
URI:	https://research.gold.ac.uk/id/eprint/20274

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