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dc.contributor.authorLutnæs, Eva
dc.date.accessioned2022-02-25T12:58:24Z
dc.date.available2022-02-25T12:58:24Z
dc.date.created2022-01-05T09:11:01Z
dc.date.issued2021-12-27
dc.identifier.isbn978-1-912294-43-5
dc.identifier.urihttps://hdl.handle.net/11250/2981488
dc.description.abstractWe have destabilized nature by design. The Anthropocene epoch requires a fundamental redirection of the purpose of design and design education. This empirical review explores two design projects—Repair and Ecovillage—at the level of lower secondary education in Norway. The review examines ways in which pupils are challenged to question, rethink and transform unsustainable practices of everyday living. A methodological framework consisting of four narratives is used to identify design skills and discuss the potential empowerment of critical design literacy. In the Repair project, pupils’ question practices of the fashion industry and responsible consumption while they design kits for mending clothes. The Ecovillage project challenges pupils to explore how architecture can lower carbon footprint and enable shared-living. The Repair project empowers the pupils to transform unsustainable practices present in the roles of consumers. The Ecovillage project asks pupils to claim a role as redirective designers and discern the possibilities of architecture to nudge change in our modes of being in this world.en_US
dc.language.isoengen_US
dc.publisherDesign Research Societyen_US
dc.relation.ispartofProceedings of the DRS LEARN X DESIGN 2021. 6th International Conference for Design Education Researchers. 24–26 September 2021 Jinan, China. Engaging with Challenges in Design Education
dc.relation.ispartofseriesProceedings of the DRS LEARN X DESIGN 2021;Volume 1 - 6th International Conference for Design Education Researchers. 24–26 September 2021 Jinan, China. Engaging with Challenges in Design Education
dc.rightsNavngivelse-Ikkekommersiell-DelPåSammeVilkår 4.0 Internasjonal*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/4.0/deed.no*
dc.subjectCritical design literacyen_US
dc.subjectGeneral educationen_US
dc.subjectEmpirical reviewsen_US
dc.subjectDesign skillsen_US
dc.titleExploring practices of critical design literacy. A comparative study of two lower secondary school design projecten_US
dc.typeConference objecten_US
dc.description.versionpublishedVersionen_US
dc.rights.holder© 2021 Eva Lutnæsen_US
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.doihttps://dl.designresearchsociety.org/cgi/viewcontent.cgi?article=1307&context=learnxdesign
dc.identifier.cristin1974862
dc.source.volume1en_US
dc.source.issue1en_US
dc.source.pagenumber264-274en_US


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Navngivelse-Ikkekommersiell-DelPåSammeVilkår 4.0 Internasjonal
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