Exploring non-bionormative prosthesis design: Challenging norms and fostering situative learning ecology.
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| Title: | Exploring non-bionormative prosthesis design: Challenging norms and fostering situative learning ecology. |
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| Authors: | Dezso, Renata1 (AUTHOR) dezso.renata@mome.hu, Thamó, Emese1 (AUTHOR) thamo.emese@stud.mome.hu, Szabados, Luca1 (AUTHOR) szabadosluca@gmail.com |
| Source: | Art, Design & Communication in Higher Education. Oct2025, Vol. 24 Issue 2, p171-193. 23p. |
| Subject Terms: | *Disability studies, *Contextual learning, *Experiential learning, Social innovation, Queer theory, Prosthesis design & construction, Participatory design |
| Abstract: | This article explores the innovative fusion of critical disability studies and research through design (RtD) within a university course. Through partnership with Luca Szabados, who has a congenital limb difference, the course shifted from a traditional 'design for care' paradigm to a collaborative endeavour, embracing the co-Ability framework rooted in posthuman perspectives on disability. This transformative journey challenged traditional hierarchical classroom structures, emphasizing bidirectional and non-linear interactions in the learning process. It placed a strong emphasis on experiential approaches, fostering meaningful validation derived from Luca's experiences and aligning with the principles of design for social innovation. The course employed prosthetic prototypes as tools to foster knowledge construction through embodied interaction, shedding light on the underlying normative assumptions embedded in the designed environment. The various methods applied during the semester facilitated emergent learning outcomes, leading to an enriched understanding of the complex ethical and political dimensions of disability's intersection with design. This course exemplified the potential to reshape educational ecology in university settings and advance disability studies within information processing through design, emphasizing the value of situated learning. [ABSTRACT FROM AUTHOR] |
| Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 188807751 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring non-bionormative prosthesis design: Challenging norms and fostering situative learning ecology. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Dezso%2C+Renata%22">Dezso, Renata</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dezso.renata@mome.hu</i><br /><searchLink fieldCode="AR" term="%22Thamó%2C+Emese%22">Thamó, Emese</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> thamo.emese@stud.mome.hu</i><br /><searchLink fieldCode="AR" term="%22Szabados%2C+Luca%22">Szabados, Luca</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> szabadosluca@gmail.com</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Art%2C+Design+%26+Communication+in+Higher+Education%22">Art, Design & Communication in Higher Education</searchLink>. Oct2025, Vol. 24 Issue 2, p171-193. 23p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Disability+studies%22">Disability studies</searchLink><br />*<searchLink fieldCode="DE" term="%22Contextual+learning%22">Contextual learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Experiential+learning%22">Experiential learning</searchLink><br /><searchLink fieldCode="DE" term="%22Social+innovation%22">Social innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Queer+theory%22">Queer theory</searchLink><br /><searchLink fieldCode="DE" term="%22Prosthesis+design+%26+construction%22">Prosthesis design & construction</searchLink><br /><searchLink fieldCode="DE" term="%22Participatory+design%22">Participatory design</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This article explores the innovative fusion of critical disability studies and research through design (RtD) within a university course. Through partnership with Luca Szabados, who has a congenital limb difference, the course shifted from a traditional 'design for care' paradigm to a collaborative endeavour, embracing the co-Ability framework rooted in posthuman perspectives on disability. This transformative journey challenged traditional hierarchical classroom structures, emphasizing bidirectional and non-linear interactions in the learning process. It placed a strong emphasis on experiential approaches, fostering meaningful validation derived from Luca's experiences and aligning with the principles of design for social innovation. The course employed prosthetic prototypes as tools to foster knowledge construction through embodied interaction, shedding light on the underlying normative assumptions embedded in the designed environment. The various methods applied during the semester facilitated emergent learning outcomes, leading to an enriched understanding of the complex ethical and political dimensions of disability's intersection with design. This course exemplified the potential to reshape educational ecology in university settings and advance disability studies within information processing through design, emphasizing the value of situated learning. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Art, Design & Communication in Higher Education is the property of Intellect Ltd. and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1386/adch_00120_1 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 23 StartPage: 171 Subjects: – SubjectFull: Disability studies Type: general – SubjectFull: Contextual learning Type: general – SubjectFull: Experiential learning Type: general – SubjectFull: Social innovation Type: general – SubjectFull: Queer theory Type: general – SubjectFull: Prosthesis design & construction Type: general – SubjectFull: Participatory design Type: general Titles: – TitleFull: Exploring non-bionormative prosthesis design: Challenging norms and fostering situative learning ecology. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Dezso, Renata – PersonEntity: Name: NameFull: Thamó, Emese – PersonEntity: Name: NameFull: Szabados, Luca IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 1474273X Numbering: – Type: volume Value: 24 – Type: issue Value: 2 Titles: – TitleFull: Art, Design & Communication in Higher Education Type: main |
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