Research Online

Logo

Goldsmiths - University of London

Mapping Disjunction in Design Learning: Toward a Pedagogy of Possibility

Bain, Jennifer; Golmohammadi, Lili and McCauley-Bowstead, Jay. 2017. Mapping Disjunction in Design Learning: Toward a Pedagogy of Possibility. Multiplexer, 1(2), [Article]

[img]
Preview
Text
Mapping Disjunctions.pdf - Published Version
Available under License Creative Commons Attribution Non-commercial No Derivatives.

Download (9MB) | Preview

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:

DateEvent
March 2017Accepted

Item ID:

20274

Date Deposited:

26 Apr 2017 15:41

Last Modified:

02 Jan 2019 16:09

Peer Reviewed:

Yes, this version has been peer-reviewed.

URI:

http://research.gold.ac.uk/id/eprint/20274

View statistics for this item...

Edit Record Edit Record (login required)