{"title":"参与式行动研究与设计教学法:设计教育的视角","authors":"Aidan Rowe","doi":"10.1386/adch_00013_1","DOIUrl":null,"url":null,"abstract":"Design’s scope of practice has grown from one that was traditionally defined by materials and processes to one where designers are working on some of the most pressing challenges of our times. Once a reactive, artefact-based practice (e.g. poster, typeface, chair, etc.), design is now being situated as a proactive, social and participatory practice focused on outcomes as much as artefacts. Historically, as an academic subject, professional practice and research area, design has suffered from a lack of formal, established research frameworks and theoretical practices. By drawing on established literature, this article makes the case for the use of methods and practices developed in Participatory Action Research (PAR) to inform and enrich design practice, research and particularly education. The article identifies three shared areas between PAR and design that offer an opportunity for further interrogation; these are: a central concern of working with people; the use of iteration and reflection; and the measuring of success through change.","PeriodicalId":42996,"journal":{"name":"Art Design & Communication in Higher Education","volume":"1 1","pages":"51-64"},"PeriodicalIF":0.3000,"publicationDate":"2020-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Participatory Action Research and design pedagogy: Perspectives for design education\",\"authors\":\"Aidan Rowe\",\"doi\":\"10.1386/adch_00013_1\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Design’s scope of practice has grown from one that was traditionally defined by materials and processes to one where designers are working on some of the most pressing challenges of our times. Once a reactive, artefact-based practice (e.g. poster, typeface, chair, etc.), design is now being situated as a proactive, social and participatory practice focused on outcomes as much as artefacts. Historically, as an academic subject, professional practice and research area, design has suffered from a lack of formal, established research frameworks and theoretical practices. By drawing on established literature, this article makes the case for the use of methods and practices developed in Participatory Action Research (PAR) to inform and enrich design practice, research and particularly education. The article identifies three shared areas between PAR and design that offer an opportunity for further interrogation; these are: a central concern of working with people; the use of iteration and reflection; and the measuring of success through change.\",\"PeriodicalId\":42996,\"journal\":{\"name\":\"Art Design & Communication in Higher Education\",\"volume\":\"1 1\",\"pages\":\"51-64\"},\"PeriodicalIF\":0.3000,\"publicationDate\":\"2020-04-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Art Design & Communication in Higher Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1386/adch_00013_1\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"0\",\"JCRName\":\"ART\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Art Design & Communication in Higher Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1386/adch_00013_1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"0","JCRName":"ART","Score":null,"Total":0}
Participatory Action Research and design pedagogy: Perspectives for design education
Design’s scope of practice has grown from one that was traditionally defined by materials and processes to one where designers are working on some of the most pressing challenges of our times. Once a reactive, artefact-based practice (e.g. poster, typeface, chair, etc.), design is now being situated as a proactive, social and participatory practice focused on outcomes as much as artefacts. Historically, as an academic subject, professional practice and research area, design has suffered from a lack of formal, established research frameworks and theoretical practices. By drawing on established literature, this article makes the case for the use of methods and practices developed in Participatory Action Research (PAR) to inform and enrich design practice, research and particularly education. The article identifies three shared areas between PAR and design that offer an opportunity for further interrogation; these are: a central concern of working with people; the use of iteration and reflection; and the measuring of success through change.