Knock Knock: An Exploration of Diverse Student Identities in a South African Design Classroom

Authors

  • Amanda Morris Cape Peninsula University of Technology, South Africa https://orcid.org/

DOI:

https://doi.org/10.25159/1947-9417/8750

Keywords:

arts based inquiry, diversity, social justice, design education

Abstract

Incorporating socially just concepts into classrooms means students’ needs are considered and pedagogic activities recognise everyone and make sure that student voices are heard, acknowledged and affirmed. Art has historically provided alternative ways of making sense of our worlds, commenting on them, questioning practices and structures, and voicing our feelings and experiences. In the context of the volatile South African higher education landscape, diverse student populations, widespread calls for decolonisation and social justice, arts-based enquiry as a method provides a view into the ineffable experiences of students. This article explores collage as a conduit for design students to engage with their designer identities, experiences of higher education and personal narratives. The research documents students’ liminal experiences at the start of their journey as extended curriculum design students and uses collage as a form of elicitation, a reflective process and a way of conceptualising ideas as an attempt at restoring justice in an African (design) classroom.

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Published

2021-09-27

How to Cite

Morris, Amanda. 2021. “Knock Knock: An Exploration of Diverse Student Identities in a South African Design Classroom”. Education As Change 25 (September):22 pages. https://doi.org/10.25159/1947-9417/8750.

Issue

Section

Themed Section 2
Received 2020-12-01
Accepted 2021-06-29
Published 2021-09-27