Entangled Co-Design with a Trickster: Speculative Framing and Reframing
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| Title: | Entangled Co-Design with a Trickster: Speculative Framing and Reframing |
|---|---|
| Language: | English |
| Authors: | Vanessa Svihla (ORCID |
| Source: | International Journal of Designs for Learning. 2024 15(1):131-144. |
| Availability: | Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: ijdl@indiana.edu; Web site: https://scholarworks.iu.edu/journals/index.php/ijdl |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2024 |
| Sponsoring Agency: | National Science Foundation (NSF) |
| Contract Number: | 1751369 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Design, Futures (of Society), Interdisciplinary Approach, College Faculty, Graduate Students, Research Problems, COVID-19, Pandemics, Stakeholders, Thinking Skills |
| Geographic Terms: | New Mexico |
| ISSN: | 2159-449X |
| Abstract: | Speculative design, as a diverse set of methods that aim to offer critique, can be challenging to engage productively. In this design case, we share how a prior, stalled design project--an ambitious vision of interdisciplinary design education partnered with business and housing development projects in Santa Fe, New Mexico--provided compelling precedent as we sought to reframe during the COVID-19 pandemic. We recognized that solution-focused ways of working in the prior project left the design problem undefined. As we began the design work detailed in this case, we leveraged the perspectives and design knowledge of our interdisciplinary team of faculty and students. While design cases often emphasize the designed training or program, we focus on our reframing process, sharing vignettes as we prepared to and participated in activities at a design workshop, and then used our own design practices to engage in problem framing workshops. In sharing these accounts, we characterize the pandemic as a trickster and speculative co-designer, who revealed much about how our efforts were entangled with institutional structures. Across these punctuated vignettes of design work, we highlight how an initial broad problem frame invited this trickster to participate and how the application of problem framing tools wrested framing agency from the trickster. Collectively, this anchored our attention to systemic inequities in ways that troubled notions of sustainability. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1414893 |
| Database: | ERIC |
| Abstract: | Speculative design, as a diverse set of methods that aim to offer critique, can be challenging to engage productively. In this design case, we share how a prior, stalled design project--an ambitious vision of interdisciplinary design education partnered with business and housing development projects in Santa Fe, New Mexico--provided compelling precedent as we sought to reframe during the COVID-19 pandemic. We recognized that solution-focused ways of working in the prior project left the design problem undefined. As we began the design work detailed in this case, we leveraged the perspectives and design knowledge of our interdisciplinary team of faculty and students. While design cases often emphasize the designed training or program, we focus on our reframing process, sharing vignettes as we prepared to and participated in activities at a design workshop, and then used our own design practices to engage in problem framing workshops. In sharing these accounts, we characterize the pandemic as a trickster and speculative co-designer, who revealed much about how our efforts were entangled with institutional structures. Across these punctuated vignettes of design work, we highlight how an initial broad problem frame invited this trickster to participate and how the application of problem framing tools wrested framing agency from the trickster. Collectively, this anchored our attention to systemic inequities in ways that troubled notions of sustainability. |
|---|---|
| ISSN: | 2159-449X |
