Pedro J. S. Vieira de Oliveira’s research while affiliated with Berlin University of the Arts and other places

... Similarly, Ansari and Kiem (2021) warn about decolonial thinking becoming mainstream in Anglo-European academies, and stress the importance of considering knowledge production on the margins of these institutions. Abdulla and Oliveira (2023) note that academics committed to the decolonial cause often face oppression within academies and propose 'minor gestures' as a strategy to navigate these oppressive schemes. As educators and design practitioners from the Global South, this situation prompts us to reflect on the consequences of decolonizing efforts on educational practices in design, and what this may entail for universities, academic departments, educators, and studentsparticularly contrasting in the Latin American context, where inequalities and socioeconomic gaps are significant. ...

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From the University to the Pluriversity? A Reflexive Critical Literature Review of Indigenous Artisan Community Engagement in Decolonial Education and Knowledge Co-Production with Design Programs in Latin America

... In the view of Abdulla et al. (2019), the exploration of design education in Ghana, particularly through the narratives of Sela, Isaac and Patrique, presents a stark contrast to conventional western methodologies in design education. These conventional methodologies, with their emphasis on technical skills and universal design principles, often fail to address the cultural specificities and Indigenous knowledge systems that are critical in contexts like Ghana. ...

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Reimagining foundations: Storied-ethnography as a pathway to decolonized design education

... Considering the potentially challenging impacts that these conversations could have for some attendees, and aligning with decolonial approaches that do not privilege rational mind (Jaramillo-Aristizabal and Albarran Gonzalez 2024; Schultz et al. 2018), we wanted the symposium to also provide a space and activity for an embodied emotional offload. This activity would support the processing of discomfort and tension within the body of participants as well as facilitate further connections. ...

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Towards co-creating the praxis of teaching design from decolonial, intersectional and pluriversal approaches1

... As with authenticity, there is a sociopolitical dimension this resistance -university structures are not yet fully committed to investing in decolonisation, and a lack of willingness to campaign/invest on this issue is preventing discourse from becoming action Gopal, 2021). Simply put, there is a risk of 'decolonisation' becoming a buzzword and/or consisting of hollow measures with no practical impact (Schultz et al., 2018). University spaces -either the practical or conceptual -therefore require extensive, conscious effort to 'decolonise' them in the face of a difficult and often-resistant sociopolitical climate -and 'authenticity' is one such pedagogic space where this should occur. ...

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Rethinking pedagogic 'authenticity' in higher education through the lens of 'decolonising the curriculum'

... The impact of PD can lie in fostering autonomy, where individuals forge connections and design independent solutions to their problems (Light and Akama 2014). Building on Martins and Oliveira's (2016) exploration of speculation as a practice for nurturing solidarity, we combined 'utopia as a method' (Levitas 2013) with decolonial ideals of pluralism (Escobar 2018;Lazem et al. 2021) and via this combination, we motivate individuals to engage their ontological capacities and imagine alternative forms of solidarity through a method called the co-design of a decolonial feminist co-speculation. ...

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Pluralistic methods in codesign: a co-speculation play method for feminist Utopias in urban Türkiye*

... Entre las estrategias experimentales propuestos para dar forma y materia a los conceptos y fundamentos teóricos de la arquitectura a través de la curaduría se encuentran: 1) el modelado escultórico de conceptos espaciales y teorías arquitectónicas (Berman y Burnham, 2016); 2) el diseño de ficciones constructivas y artefactos especulativos (Boudreau, 2024;De Oliveira, 2016;Edwards y Pettersen, 2023;Rusca et al., 2023); 3) el uso del storytelling en el diseño arquitectónico y la planificación urbana (Alkhateeb et al., 2024;Atalay et al., 2019;Blacknell, 2024;Childs, 2008;Hartlep y Hensley, 2019;Mager y Matthey, 2015;Tuffaha y Batirbaygil, 2020); 4) el diseño de soportes y ambientes museográficos que reflexionen sobre los fundamentos teóricos de la arquitectura (Geiser y Kubo, 2023). El objetivo de estas estrategias pedagógicas experimentales es transformar el learning by doing en un theorizing (architecture) by doing (artistic spatial practices), es decir, se proponen como una forma de teorizar la arquitectura a partir de las prácticas artísticas, la curaduría, la especulación estética y la materialización de los conceptos y los fundamentos teóricos de la arquitectura. ...

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Theorising By Doing: Experimental Pedagogies in the Teaching of Architecture Theory

... Patterns across place and time are, of course, a major part of popular fiction, especially in stories explicitly about time-travel whether to the past or future, intentional or accidental, or travel to far-away or fantastical places. From Francis Godwin's The Man in the Moone (1638 [24]) in which a Spanish man builds a flying machine by harnessing some very powerful swans, and is given magical stones including an anti-gravity material by inhabitants of the Moon (explorerd further in Agnes Meyer-Brandis's The Moon Goose Colony [25]), to John Titor (2000 [26]) who appeared on various message boards and forums claiming to be from 2036 and seeking to recover a 1970s IBM 5100 computer to tackle legacy software exhibiting the UNIX Year 2038 problem, technologies are often central to these kinds of stories. Would H.G. Wells's The Time Machine (1895) have been so influential without the machine itself being described? ...

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'Far away is close at hand in images of elsewhere’: a reflection on haunting and technology