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Reflexive practices for the future of design education: an exercise in ethno-empathy

Research output: Contribution to journalJournal article

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Reflexive practices for the future of design education : an exercise in ethno-empathy. / Hohnekamp-Bruggemann, Manu; Strohmayer, Angelika; Marshall, Matthew; Birbeck, Nataly; Thomas, Vanessa.

In: The Design Journal, Vol. 20, No. Suppl. 1, 06.09.2017, p. S1260-S1269.

Research output: Contribution to journalJournal article

Harvard

Hohnekamp-Bruggemann, M, Strohmayer, A, Marshall, M, Birbeck, N & Thomas, V 2017, 'Reflexive practices for the future of design education: an exercise in ethno-empathy', The Design Journal, vol. 20, no. Suppl. 1, pp. S1260-S1269. https://doi.org/10.1080/14606925.2017.1352655

APA

Hohnekamp-Bruggemann, M., Strohmayer, A., Marshall, M., Birbeck, N., & Thomas, V. (2017). Reflexive practices for the future of design education: an exercise in ethno-empathy. The Design Journal, 20(Suppl. 1), S1260-S1269. https://doi.org/10.1080/14606925.2017.1352655

Vancouver

Hohnekamp-Bruggemann M, Strohmayer A, Marshall M, Birbeck N, Thomas V. Reflexive practices for the future of design education: an exercise in ethno-empathy. The Design Journal. 2017 Sep 6;20(Suppl. 1):S1260-S1269. https://doi.org/10.1080/14606925.2017.1352655

Author

Hohnekamp-Bruggemann, Manu ; Strohmayer, Angelika ; Marshall, Matthew ; Birbeck, Nataly ; Thomas, Vanessa. / Reflexive practices for the future of design education : an exercise in ethno-empathy. In: The Design Journal. 2017 ; Vol. 20, No. Suppl. 1. pp. S1260-S1269.

Bibtex

@article{8726ff3f72224506b32e4d47064c0629,
title = "Reflexive practices for the future of design education: an exercise in ethno-empathy",
abstract = "This paper responds to the growing body of literature that calls for more candour in discussing practical, social, and ethical problems that inevitably arise throughout the lifespan of research projects. We begin by describing our use of critical and anarchist pedagogies to inform the design of a recent academic workshop. The workshop emerged iteratively and led to the core activity: our building of a totemic “city of ethical conundrums”. This collaborative artefact allowed us to discuss why and how we negotiate ethical issues in vivo, and how this matches up with the formal institutional ethics process. We uncovered what we called “ethno-empathy”: a concept that helped us understand, and give language to the circumstances, requirements and implications for our mutually shared experience of crafting a metaphorical city of ethical conundrums.",
keywords = "Ethics, critical pedagogy, anarchist pedagogy, non-representational theory (NRT)",
author = "Manu Hohnekamp-Bruggemann and Angelika Strohmayer and Matthew Marshall and Nataly Birbeck and Vanessa Thomas",
year = "2017",
month = "9",
day = "6",
doi = "10.1080/14606925.2017.1352655",
language = "English",
volume = "20",
pages = "S1260--S1269",
journal = "The Design Journal",
issn = "1460-6925",
publisher = "ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD",
number = "Suppl. 1",

}

RIS

TY - JOUR

T1 - Reflexive practices for the future of design education

T2 - an exercise in ethno-empathy

AU - Hohnekamp-Bruggemann, Manu

AU - Strohmayer, Angelika

AU - Marshall, Matthew

AU - Birbeck, Nataly

AU - Thomas, Vanessa

PY - 2017/9/6

Y1 - 2017/9/6

N2 - This paper responds to the growing body of literature that calls for more candour in discussing practical, social, and ethical problems that inevitably arise throughout the lifespan of research projects. We begin by describing our use of critical and anarchist pedagogies to inform the design of a recent academic workshop. The workshop emerged iteratively and led to the core activity: our building of a totemic “city of ethical conundrums”. This collaborative artefact allowed us to discuss why and how we negotiate ethical issues in vivo, and how this matches up with the formal institutional ethics process. We uncovered what we called “ethno-empathy”: a concept that helped us understand, and give language to the circumstances, requirements and implications for our mutually shared experience of crafting a metaphorical city of ethical conundrums.

AB - This paper responds to the growing body of literature that calls for more candour in discussing practical, social, and ethical problems that inevitably arise throughout the lifespan of research projects. We begin by describing our use of critical and anarchist pedagogies to inform the design of a recent academic workshop. The workshop emerged iteratively and led to the core activity: our building of a totemic “city of ethical conundrums”. This collaborative artefact allowed us to discuss why and how we negotiate ethical issues in vivo, and how this matches up with the formal institutional ethics process. We uncovered what we called “ethno-empathy”: a concept that helped us understand, and give language to the circumstances, requirements and implications for our mutually shared experience of crafting a metaphorical city of ethical conundrums.

KW - Ethics

KW - critical pedagogy

KW - anarchist pedagogy

KW - non-representational theory (NRT)

U2 - 10.1080/14606925.2017.1352655

DO - 10.1080/14606925.2017.1352655

M3 - Journal article

VL - 20

SP - S1260-S1269

JO - The Design Journal

JF - The Design Journal

SN - 1460-6925

IS - Suppl. 1

ER -