24 November 2021 +++ DEADLINE EXTENDED to 1 DECEMBER 2021 +++
CONFERENCE WEBSITE: https://www.drs2022.org/
FORMAT DETAILS: Articles of (5000 words). Template: https://www.drs2022.org/papers/
The effects of dominant curricula in design education are now being recognised in education practice and research, in particular global approaches to design education that demonstrate a displacing effect on other forms and modes of learning (Šobánnovái 2019; Al-Amri, 2019; Cornú, 2020). As we continue to face local and global challenges of unprecedented scale and complexity, disciplined-bounded design curricula demonstrate certain limitations in developing students’ needs for emerging contexts (Pontis and van der Waarde, 2020).
These challenges force us to ask what the future of design education should be. This can be problematic since it is often only a trivial exercise of speculation (Swanson, 2020), and, critically, it avoids questioning how change to design education takes place (Noel, 2020). In particular, future speculation often misses the opportunity to recognise the plurality of current practices.
The Futures of Design Education discussion series started in 2021 to highlight and share the plurality of contemporary practices in design education and this call continues the invitation to explore alternative and diverse design education presents and futures. We particularly welcome articles that outline current practices and cases outside dominant paradigms of design education, as well as high-quality critical analyses exploring current and future thinking in design education, such as:
- Work adding to the contributions already made to the Futures of Design Education series by presenting current practice that would benefit from wider recognition
- Critical studies and work work exploring design education past and present with a view to informing future practices
- Cases and reviews exploring structural, systemic, and/or wider scale changes to existing curricula or in response to contextual change
- Articles exploring particular directions or themes of inquiry to bring together contemporary thinking and critique, such as Where design education should take place? Who are the designers we are educating?
Sub-chairs and reviewers:
Lesley-Ann Noel, North Carolina State University, USA
Renata Marques Leitao, Cornell University, USA
Derek Jones, The Open University (UK)
Nicole Lotz, The Open University (UK)
Liv Merete Nielsen, Oslo Metropolitan University, Norway
Ingvild Digranes, Western Norway University of Applied Sciences, Norway
Naz Börekçi, Middle East Technical University, Turkey
Al‐Amri, M. (2019) ‘Art and Design Education in the Middle East and North Africa: A Brief Historical Overview’, in The International Encyclopedia of Art and Design Education, John Wiley & Sons, Inc., pp. 1–8 [Online]. DOI: 10.1002/9781118978061.ead116 (Accessed 24 February 2020).
Cornú, L.(2020) (De)institution Design: decolonizing design discourse in Uruguay, in Leitão, R., Noel, L. and Murphy, L. (eds.), Pivot 2020: Designing a World of Many Centers – DRS Pluriversal Design SIG Conference, 4 June, held online. https://doi.org/10.21606/pluriversal.2020.022
Noel, G. (2020) ‘We All Want High-Quality Design Education: But What Might That Mean?’, She Ji: The Journal of Design, Economics, and Innovation, Design Education. Part I, vol. 6, no. 1, pp. 5–12 [Online]. DOI: 10.1016/j.sheji.2020.02.003.
Pontis, S. and van der Waarde, K. (2020) ‘Looking for Alternatives: Challenging Assumptions in Design Education’, She Ji: The Journal of Design, Economics, and Innovation, Design Education. Part II, vol. 6, no. 2, pp. 228–253 [Online]. DOI: 10.1016/j.sheji.2020.05.005.
Šobáňová, P. (2019) ‘Czech Art Education through the Lens of Empirical Research’, in The International Encyclopedia of Art and Design Education, John Wiley & Sons, Inc., pp. 1–16 [Online]. DOI: 10.1002/9781118978061.ead054 (Accessed 24 February 2020).
Swanson, G. (2020) ‘Educating the Designer of 2025’, She Ji: The Journal of Design, Economics, and Innovation, Design Education. Part I, vol. 6, no. 1, pp. 101–105 [Online]. DOI: 10.1016/j.sheji.2020.01.001.