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Design thinking has recently garnered widespread recognition across a variety of sectors including education, business, and development, in the non-profit, private, and public spheres alike. In contrast to some other areas of design, advocates of design thinking focus on human needs, aka those of the end-user, as a space for increased empathy and p...
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... Their concerns included the assumptions about designer's objectivity, the level of engagement with communities, and the underlying power-imbalance within the design process. These concerns align with the increasing number of critiques about DT -and HCD at large (Irani, Vertesi, et al., 2010;Iskander, 2018;Janzer & Weinstein, 2014;Sanders & Stappers, 2008;Staton et al., 2016). ...
... (p.1312). Kimbell (2011) points out that the dominating discourse around DT continues to "privilege the designer, however empathetic, as the main agent in design", implying a rather top-down approach (Staton et al., 2016). Iskander (2018) criticizes that: ...
... Iskander (2018) argues that like other "disciplines that rely on empathetic engagement for data collection", designers need to reflect on their "identity and political positioning". An increasing number of scholars and designers have been advocating for incorporating reflection on positionality in design education and practice (Anaissie et al., 2016;Aye, 2017;Iskander, 2018;Schiffer, 2020;Staton et al., 2016). ...
The demand for learning Design Thinking (DT) as a path towards acquiring 21st-century skills has increased globally in the last decade. Because DT education originated in the Silicon Valley context of the d.school at Stanford, it is important to evaluate how the teaching of the method- ology adapts to different cultural contexts.The thesis explores the impact of the socio-cultural context on DT education. DT institutes in Cape Town, South Africa and Kuala Lumpur, Malaysia, were visited to observe their programs and conduct 22 semistructured interviews with local educators regarding their adaption strategies. Grounded theory methodology was used to develop a model of Socio-Cul- tural Adaptation of Design Thinking Education that maps these strategies onto five dimensions: Planning, Process, People, Place, and Presentation. Based on this model, a list of recommendations is provided to help DT educators and practitioners in designing and delivering culturally inclusive DT education.
... The similarities between design thinking for social justice and critical pedagogy provide exceptional ways for learners to engage in critical, rational and transformative learning [15], and present a productive context for the development of the critical learning community. In the critical learning community, all stakeholders operate as co-learners and collaborators, and are actively engaged in the construction of knowledge beyond the traditional canned and objective course content. ...
... The critical learning community is foregrounded and benchmarked by critical reflection, and is intended to help students transition through self-awareness and positionality within the critical learning community (inward reflection); development of critical consciousness (outward reflection) and awareness and appreciation of the broader impact of their engineering design solutions (backward reflection). A modified Staton design thinking process [15] is used to demonstrate that reflection is facilitated through writing activities which serve as discussion prompts at crucial points throughout the course (Figure 1). ...
... Atau memang desain paling mungkin hanya dapat dibayangkan sebagai strategi? (Staton, dkk., 2016). ...
... It underscores that building a preferential option for oppressed people necessarily involves building it with them; taking part in their liberation involves standing by their side and sharing their path for a while. This perspective shares important themes with other social justice, feminist, and postcolonial approaches to design (Bardzell & Bardzell, 2011;Costanza-Chock, 2018;Escobar, 2018;Irani, Vertesi, Dourish, Philip, & Grinter, 2010;Janzer & Weinstein, 2014;Staton, Kramer, Gordon, & Valdez, 2016). ...
As digital technologies play a growing role in healthcare, human-centered design is gaining traction in global health. Amid concern that this trend offers little more than buzzwords, our paper clarifies how human-centered design matters for global health equity. First, we contextualize how the design discipline differs from conventional approaches to research and innovation in global health, by emphasizing craft skills and iterative methods that reframe the relationship between design and implementation. Second, while there is no definitive agreement about what the ‘human’ part means, it often implies stakeholder participation, augmenting human skills, and attention to human values. Finally, we consider the practical relevance of human-centered design by reflecting on our experiences accompanying health workers through over seventy digital health initiatives. In light of this material, we describe human-centered design as a flexible yet disciplined approach to innovation that prioritizes people's needs and concrete experiences in the design of complex systems.
Engineers---often characterized as paragons of problem solving---are typically ill-prepared to adequately address social and environmental challenges as a result of their narrow focus on the technical dimensions of their work. In this paper we present an educational framework that integrates sustainability theories, design thinking methods, and maker education principles. We pull these three components together to motivate and empower diverse students to become "activist engineers" who develop holistic, systemic solutions to complex social and environmental problems through collaborative making that centers around the collective good.
