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Towards a decentered design education: DRS 2018 conversations on decolonial design

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dc.contributor.author Hernández, Gabriela (MFA/University of Florida, United States)
dc.date.accessioned 2020-01-10T20:20:53Z
dc.date.available 2020-01-10T20:20:53Z
dc.date.issued 2020
dc.identifier.uri http://hdl.handle.net/10344/8362
dc.description non-peer-reviewed en_US
dc.description.abstract As social design and design for development continue to gain relevance within design education and practice, the consideration and conscious integration of context-based methods that focus on locality and culture are critical in order to guarantee respectful and caring design outcomes. In the last decade, my University of Florida colleagues María Rogal, Raúl Sánchez and I have developed social design research in Latin America that keeps leading us to the revision and reconsideration of such issues. They not only pertain to design, but to language and rhetoric, corresponding directly with world views and local practices of populations from the borders and “peripheral spaces” (Medina, 2017), who have been invisible from traditional and Eurocentric/Westernised design theory and learning. en_US
dc.language.iso eng en_US
dc.publisher ITERATIONS en_US
dc.relation.ispartofseries ITERATIONS;08
dc.subject Latin America en_US
dc.title Towards a decentered design education: DRS 2018 conversations on decolonial design en_US
dc.type info:eu-repo/semantics/contributionToPeriodical en_US
dc.type.supercollection all_ul_research en_US
dc.rights.accessrights info:eu-repo/semantics/openAccess en_US


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