Design for Children: The Case Study of Design-Driven Laboratory Against Educational Poverty

D’Elia, Luca and Imbesi, Lorenzo (2024) Design for Children: The Case Study of Design-Driven Laboratory Against Educational Poverty. In: P/References of Design. Cumulus conference proceedings series, 1 . Cumulus Association, Moholy-Nagy University of Art and Design Budapest, Budapest, pp. 403-422. ISBN 978-952-7549-03-5

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Abstract

Design for social innovation advocates for challenges Institutions are trying to align with in the evolving societal needs. This contribution reflects on the results of a series of laboratories designed and carried out at the "Punto Luce delle Arti" of Ostia in Rome, with Save The Children, combat educational and material poverty using accessible technology. Eight workshops in different fields of creative manufacturing foster digital and manual skills, guided by computational and design thinking. Design strategies stem from understanding social context and politics, fostering systemic change. Designers become politicized agents, transcending production, and technology to enhance social cohesion. New methods and tools emerge, defining well-being beyond economic values, emphasizing the balance of social and environmental capital for societal betterment. The Third Mission integrates University and Research with society, labor, and institutions, fostering territorial empowerment and meeting public demands for societal change. Design and education serve as strategic tools for social innovation, supporting initiatives in disadvantaged communities and empowering designers as infrastructure for autonomous development. In the context of citizen empowerment, informal education, and STEAM disciplines fuels sustainable development and societal change. Citizen empowerment enhances community engagement and decision making. STEAM education fosters creativity, innovation, and problem-solving through hands-on learning, offering a transformative perspective on societal challenges and promoting a "learning by doing" approach. By these premises, the contribution offers an exemplary case study of how Design can effectively foster community building, sense making and introduce novel competences in replacing educational poverty, while advocating for a better urban development and vibrant neighborhoods.

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