成为设计师/研究者/教师:在南非高等教育中通过设计实现非殖民化

IF 0.3 0 ART
Karolien Perold-Bull
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引用次数: 4

摘要

本文为南非高等教育机构在非殖民化背景下的设计教育提供了一个新的唯物主义视角。它反映了在Stellenbosch大学视觉传达设计课程背景下发生的设计/研究/教学的具体案例。采用了后定性方法;也就是说,研究人员积极地抵制先入为主的等级和差异,不仅在思考研究的时候,而且在做研究的时候。研究表明,非殖民化需要不懈的合作抵抗过程,积极致力于新唯物主义实践可以积极促进个人更加适应认识到他们所处的现状中的转变时刻。研究发现,在研究过程中,将创造性游戏与代表性媒体(如文本和布局设计)相结合有助于实现这一目标。人们越能看到和感受到变革的时刻,非殖民化似乎就变得越“真实”。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Becoming designer/researcher/teacher: Working towards decolonization of/through design in South African higher education
This article provides a new materialist perspective on design education within the context of decolonization in a South African higher education institution. It reflects on a specific case of design/research/teaching that transpired within the context of the Visual Communication Design curriculum at Stellenbosch University. A post-qualitative approach was followed; i.e. the researcher actively worked at resisting pre-conceived hierarchies and differences not just in thinking about the research, but also in its doing. The research demonstrated that decolonization requires relentless processes of collaborative resistance and that active commitment to new materialist praxis can positively contribute to individuals becoming more attuned to recognizing moments of transformation within their situated present. It was found that integrating creative play with representational media such as text and layout design within the research process facilitated this. The more transformative moments became visible and felt, the more ‘real’ decolonization seemed to become.
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来源期刊
CiteScore
1.50
自引率
0.00%
发文量
9
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