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Developing a publics-oriented participatory design approach to reinvigorate public involvement of marginalized groups in the public policy domain
Get PDFDisenfranchised populations on the margins of society typically struggle to have social and policy issues that concern them recognised and remedied by governments. Building on a Scandinavian participatory design approach, which traditionally aims to empower marginalized groups through participation in design, this thesis critiques and expands on a strand in participatory design that mobilises the notion of publics, developed by political theorist John Dewey, to propose that participatory design approaches and methods may contribute to the formation of publics by helping groups articulate complex societal issues. However existing research operates mostly at the community scale, is not oriented to the policy domain, and does not shed light on the process of public formation. This undermines the political force of Dewey’s concept of publics and limits the potential impact of design interventions in the policy domain. To situate participatory design with emerging publics more firmly in relation to public policy discourse and agenda-setting, this thesis develops and trials an alternative application of publics - called publics-oriented participatory design.
Adopting a constructivist worldview and interpretive epistemological orientation, this designinspired qualitative research synthesises insights from agenda-setting and feminist political theory and uses an interpretivist policy analysis to situate an emerging public in the policy context. Trialled with a self-organised social housing Tenant Group in rural England, this thesis contributes a more situated and holistic understanding of the application of the publics-frame in design and offers insights into the benefits of applying methods adapted from interpretivist policy analysis to inform design interventions with emerging publics. Meanwhile, the interaction between the proposed publics-oriented design approach and public formation groups raises challenges to certain assumptions in participatory design. Insights into publics formation with marginalised groups and contextualising practice are proposed
Everyday Fashion: Interpreting British Clothing Since 1600
No full textOrdinary clothes have extraordinary stories. In contrast to academic and curatorial focus on the spectacular and the luxurious, Everyday Fashion makes the case that your grandmother’s wardrobe is an archive as interesting and important as any museum store. From the moment we wake and get dressed in the morning until we get undressed again in the evening, fashion is a central medium through which we experience the world and negotiate our place within it. Because of this, the ways that supposedly ‘ordinary’ and ‘everyday’ fashion objects have been designed, manufactured, worn, cared for and remembered, matters deeply to our historical understanding. Beginning at 1600 – the start of an era during which the word ‘fashion’ came to mean stylistic change rather than the act of making – each chapter explores the definition of everyday fashion and how this has changed over time, demonstrating innovative methodologies for researching the everyday. The variety and significance of everyday fashion cultures are further highlighted by a series of illustrated object biographies written by Britain’s leading fashion curators, showcasing the rich diversity of everyday fashion in British museum collections. Collectively, this volume scratches below the glossy surface of fashion to expose the mechanics of fashion business, the hidden world of the workroom and the diversity and role of makers; and the experiences of consuming, wearing and caring for ordinary clothes in the United Kingdom from the 17th century to the present day. In doing so it challenges readers to rethink how fashion systems evolve and to reassess the boundaries between fashion and dress scholarship
Waiting Around
No full textLove Underground was exhibited alongside the work of five other artists at the Old Waiting Room in Peckham as part of the Waiting Around residency. The project is made up of the Cruise Code, which uses tube station names and LGBTQ+ colour schemes as signifiers for romantic and sexual desires. It was inspired by the legacy of public transport and adjacent spaces as popular cruising spots, queer communication tactics like Polari and the Hanky Code, and the role of badges and buttons in the queer liberation movement. Photographs of people from the London queer community were projection-mapped into the window arches of the Victorian waiting room – a space only accessible to men in its day. Archival material on queer semiotics and other research that inspired the project was also on display, and visitors were invited to create their own Cruise Code badges
Ten Texts on Sculpture 1: Duchamp and the Readymade
No full textMatt and Andrea begin a new series of reading group podcasts on sculpture. In the first episode we talk about Helen Molesworth’s ‘Duchamp by Hand, Even’ from 2005 where she upends the received narrative of how Duchamp’s readymades from the 1910s led to the dematerialised conceptual practices of the 1960s and beyond. By focusing on the handmade qualities of Duchamp’s later work such as the three erotic objects from the 1950s, Étant donnés (1946-66) and the crafted replicas by which modern audiences know the readymades, Molesworth discovers a ‘wrinkle’ in the received version of art history. Molesworth’s text allows Matt and Andrea to think about contemporary art’s renewed interest in the handmade, the crafted, and the handheld, as well as sculpture’s relationship to touch and desire
Dreams of Safety - Experimental Pandemic Documentary
No full textPresentation of Dreams of Safety video series in context of healthcare and documentary
#end_of_empire
No full textHD video of #end_of_empire performance that during the launch of the exhibition with the same name. As part of a commission for the British Textile Biennial 2023.
The performance animated this large scale,site-specific installation featuring knitted photographs embedded with touch sensors and AI generated sound. Participants interacting with the installation turned the installation into a large scale instrument.
The film is a collaboration with the filmmaker Shona Hamilton
Creating translational knowledge: the role of visual communication design and prototyping methods in the research process
Get PDFThis paper explores the role visual prototyping by visual communication designers can play in the navigation and communication of textile design research. Typically, visual communication is only applied to dissemination of research activities – which happens at the end of a project. The authors argue that visual communication has more to offer when it is included as core element of the research process supported by visual prototyping. Using an illustrative case study of the Bio-Inspired Textile research project at University of the Arts London in collaboration with students from the Graduate Diploma Graphic Design course, the authors discuss how this was explored in practice and the benefits of such an approach. Here the project was conducted between textile design researchers and graphic design students who took on a student-as-researcher role. The Bio-Inspired Textiles research explores how eight different structures found in nature can be applied by textile designers. The communication designers were asked to explore these structures and communicate them through physical and digital typographical prototypes. Using an after-action review method, the paper discusses the insights of the project from both researchers and student perspectives. The authors conclude that visual communication designers can play a vital role within a research process and their methods, such as prototyping, enables the creation of new translational knowledge and its application into design practice
The end of tough love in art and design? How can compassionate approaches be effective in feedback and assessment?
No full textHow do we keep students engaged and attending? Will too much kindness kill creative motivation and give students an easy ride’?
Using compassionate language within the vocabulary of briefing, assessment and feedback structures has on the one hand been called ‘too soft’ (WonkHE, 2022). Yet others call for a lighter approach and to eliminate summative grading (Blum, S.D. 2020).
In this paper and participatory discussion, we look at examples where compassionate prompts (UAL 2022) have been applied in dialogue with students and compare results against the research
Monere Data
No full textA specially created Artificial Intelligence programme we have nicknamed Polar Bear, has been fed analogue photographs taken in April 2022 in the high Arctic - ground zero of climate change. The AI Polar Bear is continually analysing the information provided by the analogue images of this climate affected environment and generating digital images of 'an' Arctic landscape
Belonging through Compassion: Developing a digital resource to foster a sense of belonging in higher education through compassionate pedagogies and practices
No full textThis workshop presents the research and development of a website resource that aims to create cultures of belonging and compassion within learning and teaching. As two educational developers, we take compassion as our guiding principle – to reduce distress and harm (Gilbert, 2017) and have developed our website to bring to together different contributions that have helped to guide, shape and challenge our collective thinking about compassionate pedagogy and belonging. Belonging is social and relational built on human and nonhuman connection. In our website we explore principles of trust, care, respect and self-compassion in developing nurturing educational relationships as a place to unfold transformative paths.
In January 2022, we received a University of the Arts London (UAL) supported seed fund from the Teaching, Learning and Employability Exchange to develop a resource to support the work of the Academic Enhancement Team. We present our Action Research which included semi-structured interviews with educational developers and learning designers to enquire: How do staff experience and use synchronous and a-synchronous educational enhancement digital resources?
We built the website with content which was brought together from our learnings of working collaboratively with 13 course teams across UAL and to actualise our key aims:
• Widen the conversation in response to structural inequalities, to position compassion and belonging within pedagogies, policies and practices
• Create polyvocal, affective resources to support student success and staff & student wellbeing in learning environments
In this workshop we invite participants to explore the website and take part in a collaborative discussion to consider how this could impact their own teaching and learning contexts.
Website access here: https://belongingthroughcompassion.myblog.arts.ac.uk/
References Gilbert, T. (2017). ‘When Looking is Allowed: What Compassionate Group Work Looks Like in a UK University’. In Gibbs, P. (Ed.), The Pedagogy of Compassion at the Heart of Higher Education, Cham: Springer, pp. 189-20