Artefacts for Change: Integrating Eco-Social Justice into Design Education

Zhang, Lezhi (2024) Artefacts for Change: Integrating Eco-Social Justice into Design Education. In: P/References of Design. Cumulus conference proceedings series, 1 (1). Cumulus Association, Moholy-Nagy University of Art and Design Budapest, Budapest, pp. 2181-2190. ISBN 978-952-7549-02-5

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Abstract

The urgent issues of climate action and social justice are intertwined, demanding immediate attention, particularly within higher education. Educators underscore the imperative to incorporate climate change into the curriculum, emphasising the integration of eco-social justice (ESJ) within educational frameworks. Building upon critiques of emphasis on making-oriented aspects in traditional design education, scholars highlight the disproportionate focus on crafting often overshadowing broader ecological and societal contexts. Stemming from my experience in product design and university teaching, this doctoral research explores the potential of design education and physical interventions in addressing the climate crisis and social justice. The research is currently in its early experimentation phases, and this paper outlines the ongoing progress and achievements. My research revolves around embedding eco-social justice into curriculum content through object-based learning (OBL), advocating for student engagement with artefacts in learning and teaching. The overarching aim is to investigate how OBL artefacts can serve as communicative tools, conveying knowledge of eco-social justice within design education. The research question, How might we design and embed artefacts in design education to convey eco-social justice in higher education learning and teaching?, leads to sub-questions exploring current practices of OBL, the typologies of artefacts, and the understanding of eco-social justice within higher education curriculum. The methodology conducts a practice-based research framework, incorporating qualitative research, research through design, and document analysis, utilizing a triangulation approach. The case studies are currently collaborating with the BA and MA Design Management programs at a creative arts university in London, UK, spanning over two academic years. Within this research context, the artefacts indicate (re)designing and creating 'drinking vessels' for Design Management curriculums. The contribution of this research extends beyond enriching our understanding of object-based learning, design practices, and eco-social justice. It aims to explore OBL and its potential to enrich student learning and teaching about eco-social justice by emphasizing the design of artefacts. It contributes to narrowing the divide between general commitments to Education for Sustainable Development and day-to-day learning and teaching activities, thereby contributing to the transformation of design education toward a more sustainable future.

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