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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 0000-0003-4342-6178), Megan Jacobs, Tim Castillo, Mary Tsiongas, Leah Buechley, Drew Trujillo, Amy Traylor, Megan Tucker, Reuben Fresquez, Jaziel Cervantes-Carreon, Sydney Nesbit
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
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  Data: <searchLink fieldCode="AR" term="%22Vanessa+Svihla%22">Vanessa Svihla</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-4342-6178">0000-0003-4342-6178</externalLink>)<br /><searchLink fieldCode="AR" term="%22Megan+Jacobs%22">Megan Jacobs</searchLink><br /><searchLink fieldCode="AR" term="%22Tim+Castillo%22">Tim Castillo</searchLink><br /><searchLink fieldCode="AR" term="%22Mary+Tsiongas%22">Mary Tsiongas</searchLink><br /><searchLink fieldCode="AR" term="%22Leah+Buechley%22">Leah Buechley</searchLink><br /><searchLink fieldCode="AR" term="%22Drew+Trujillo%22">Drew Trujillo</searchLink><br /><searchLink fieldCode="AR" term="%22Amy+Traylor%22">Amy Traylor</searchLink><br /><searchLink fieldCode="AR" term="%22Megan+Tucker%22">Megan Tucker</searchLink><br /><searchLink fieldCode="AR" term="%22Reuben+Fresquez%22">Reuben Fresquez</searchLink><br /><searchLink fieldCode="AR" term="%22Jaziel+Cervantes-Carreon%22">Jaziel Cervantes-Carreon</searchLink><br /><searchLink fieldCode="AR" term="%22Sydney+Nesbit%22">Sydney Nesbit</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Designs+for+Learning%22"><i>International Journal of Designs for Learning</i></searchLink>. 2024 15(1):131-144.
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  Data: 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
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  Data: 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.
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