Pedagogies for Democratic Participation in Design Studios: Towards More Inclusive Group Work among Interior Design Students.
Although teamwork is essential in design, interior design education can be competitive and individualistic. The role of design educators is to structure projects seeking to promote inclusive group dynamics and democratic participation among team members. Navigating the challenges of group work shoul...
| Publicado en: | International Journal of Art & Design Education Vol. 40; no. 4; pp. 736 - 748 |
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| Formato: | Artículo |
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Wiley-Blackwell
Nov2021
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=154221247&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 154221247 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 14768062 Q0T jtl: International Journal of Art & Design Education issn: 14768062 maglogo: Y pubinfo: dt: Nov2021 vid: 40 iid: 4 pid: 480 pub: Wiley-Blackwell artinfo: ui: 154221247 10.1111/jade.12385 ppf: 736 ppct: 12 formats: fmt: – @attributes: type: T – @attributes: type: P size: 141KB tig: atl: Pedagogies for Democratic Participation in Design Studios: Towards More Inclusive Group Work among Interior Design Students. aug: su: Interior decoration education Citizenship education Curriculum theories Participatory design Group work in education Young adults Higher education sug: subj: Interior decoration education Citizenship education Curriculum theories Participatory design Group work in education Young adults Higher education keyword: citizenship education cooperation and conflict in co‐design curriculum theories democratic team structures interior design education ab: Although teamwork is essential in design, interior design education can be competitive and individualistic. The role of design educators is to structure projects seeking to promote inclusive group dynamics and democratic participation among team members. Navigating the challenges of group work should not rest solely on the shoulders of students. Repeated group work in educational settings does not suffice, on its own, for fostering constructive team dynamics or for preparing students to successfully manage conflict, which, if it remains positive, can yield more creative design outcomes. This article, animated by critical and poststructural curriculum theories, proposes pedagogies incorporating positive interdependence and complex instruction for collaborative, inclusive group work and co‐design tasks that leverage conflict and promote constructive relations within teams. Instilling democratic values in design students is equally important for higher education as it is for the design discipline itself. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of International Journal of Art & Design Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: International Journal of Art & Design Education holder: Wiley-Blackwell dt: @attributes: year: 2021 holdings: @attributes: islocal: N |
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