Situated Knowledges: Visual Representation in Social Design Education

Pauzner, Michal and Ventura, Jonathan and Schubert, Jennifer (2024) Situated Knowledges: Visual Representation in Social Design Education. In: P/References of Design. Cumulus conference proceedings series, 1 . Cumulus Association, Moholy-Nagy University of Art and Design Budapest, Budapest, pp. 385-402. ISBN 978-952-7549-02-5

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Abstract

As a concept, situatedness has been influencing various disciplines, yet its potential in the practice and education of design in general and social design particularly has yet to be fully articulated. In this article, we will present a visual model of situatedness in social design education and practice meant to facilitate the communication of situated knowledges between various design partners. We do so through two main venues: first, from the student's point of view, we use our model to instigate and trigger a process of self-reflection and personal definition, on individual and professional levels. Conversely, this tool can help students in the classroom find suitable partners to work with for the duration of the course (either complimentary or similar potential partners). Second, from the teacher´s point of view, we use our model for several goals: mapping the students in the classroom according to various attributes; managing the progress of the class in general, according to personal efficiencies; and using the mapping to generate richer and more diverse outcomes at the end of the course. We will also delve into the advantages of developing this type of knowledge through visual representation tools, triggered through visual communication and service design theory and practice. Finally, this approach will highly benefit designers embedded in working with communities through strategies of participatory design, due to its dialogue nature.

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