ERIC Number: EJ1328639
Record Type: Journal
Publication Date: 2021
Pages: 22
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-1947-9417
EISSN: N/A
Knock Knock: An Exploration of Diverse Student Identities in a South African Design Classroom
Education as Change, v25 Article 8750 2021
Incorporating socially just concepts into classrooms means students' needs are considered and pedagogic activities recognise everyone and make sure that student voices are heard, acknowledged and affirmed. Art has historically provided alternative ways of making sense of our worlds, commenting on them, questioning practices and structures, and voicing our feelings and experiences. In the context of the volatile South African higher education landscape, diverse student populations, widespread calls for decolonisation and social justice, arts-based enquiry as a method provides a view into the ineffable experiences of students. This article explores collage as a conduit for design students to engage with their designer identities, experiences of higher education and personal narratives. The research documents students' liminal experiences at the start of their journey as extended curriculum design students and uses collage as a form of elicitation, a reflective process and a way of conceptualising ideas as an attempt at restoring justice in an African (design) classroom.
Descriptors: Foreign Countries, Student Diversity, Student Needs, College Students, Design, Social Justice, Identification (Psychology), Cultural Influences, African Culture, Racial Segregation, Art Activities, Self Concept, Art Products, Individual Characteristics, Human Body
Education as Change. The Centre for Education Rights and Transformation, Faculty of Education, University of Johannesburg, PO Box 524, Auckland Park, Johannesburg 2000, South Africa. Tel: +27-11-5591148; e-mail: journal-ed@uj.ac.za; Web site: https://upjournals.co.za/
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Africa
Grant or Contract Numbers: N/A