Becoming designer/researcher/teacher: Working towards decolonization of/through design in South African higher education
01 Oct 2020-Art, Design and Communication in Higher Education (Intellect)-Vol. 19, Iss: 2, pp 131-148
TL;DR: In this article, a case of design/research/teaching that transpired within the context of the Visual Communication Design
curriculum at Stellenbosch University was described, where the researcher actively worked at resisting pre-conceived hierarchies and differences not just in thinking about the research, but also in its doing.
Abstract: This article provides a new materialist perspective on design education within the context of decolonization in a South African higher education institution. It reflects on a specific case of design/research/teaching that transpired within the context of the Visual Communication Design
curriculum at Stellenbosch University. A post-qualitative approach was followed; i.e. the researcher actively worked at resisting pre-conceived hierarchies and differences not just in thinking about the research, but also in its doing. The research demonstrated that decolonization requires
relentless processes of collaborative resistance and that active commitment to new materialist praxis can positively contribute to individuals becoming more attuned to recognizing moments of transformation within their situated present. It was found that integrating creative play with representational
media such as text and layout design within the research process facilitated this. The more transformative moments became visible and felt, the more ‘real’ decolonization seemed to become.
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TL;DR: In this article, the authors analyzed research on digital design in art education in the context of higher education during the period 2000-2020 and found that digital design processes in artistic education promote the development of autonomy and self-critical capacities among students.
Abstract: Digital design processes in artistic education promote the development of autonomy and self-critical capacities among students. Digital technology has transformed university education and the development of transversal skills. The objective of this study is to analyze research on digital design in art education in the context of higher education during the period 2000–2020. Bibliometric techniques were applied to 1027 articles selected from the Scopus database. The findings yielded data on the scientific productivity of journals, authors, research institutions and countries/territories that promote this topic. The data show an exponential trend, with more insistence in the last three years. Six current schools of knowledge related to art, level, formation, faculty, perception and relationship were detected. This research establishes the link between education, art and technology in the university context, and it is a tool for decision making by promoters of this field of research.
6 citations
Dissertation•
01 Dec 2018
1 citations
TL;DR: In this article , the authors defined the nature of poly-artistic competence in specialists of art and pedagogical direction specialists and defined the methodical conditions of its formation, embracing the updating of the educational process, use of interactive technologies and methods of personality-oriented learning, the introduction of integration of different levels, etc.
Abstract: The relevance of the initiated research is determined by a few dominating challenges of modern art and pedagogical education. In particular, these are the interaction between the participants in the educational process, given the spread of the pandemic; insufficient development of ways to form the professional competence in students of art and pedagogical specialties; the inertia of art and pedagogical education and, as a consequence, the slow introduction of innovations in higher education; the insufficient reflection of the principles of poly-arts education in art and pedagogical studies.
The nature of poly-arts competence in specialists of art and pedagogical direction specialists has been redefined and adjusted. This competence is interpreted as an integral professional quality of personality. The methodical conditions of its formation have been outlined, embracing the updating of the educational process, use of interactive technologies and methods of personality-oriented learning, the introduction of integration of different levels, etc. Neuropedagogical prerequisites of formation of poly-artistic competence for students of art and pedagogical directions are defined. We have also identified interrelated and complementary aspects of poly-artistic competence (cognitive, reflexive, methodological and procedural), as well as directions of their development.
Prospects for further research lie with the development of the methodological formation of poly-artistic competence for students in art and pedagogical specialties and the subsequent testing of its effectiveness in an actual educational process.
References
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TL;DR: In this article, the authors introduce a special section concerned with precariousness and cultural work, bringing into dialogue three bodies of ideas: the work of the autonomous Marxist laboratory, activist writings about precariousness, and the emerging empirical scholarship concerned with the distinctive features of cultural work.
Abstract: This article introduces a special section concerned with precariousness and cultural work. Its aim is to bring into dialogue three bodies of ideas — the work of the autonomous Marxist `Italian laboratory'; activist writings about precariousness and precarity; and the emerging empirical scholarship concerned with the distinctive features of cultural work, at a moment when artists, designers and (new) media workers have taken centre stage as a supposed `creative class' of model entrepreneurs. The article is divided into three sections. It starts by introducing the ideas of the autonomous Marxist tradition, highlighting arguments about the autonomy of labour, informational capitalism and the `factory without walls', as well as key concepts such as multitude and immaterial labour. The impact of these ideas and of Operaismo politics more generally on the precarity movement is then considered in the second section, discussing some of the issues that have animated debate both within and outside this movement, wh...
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TL;DR: In this paper, the authors take the biomediated body to be a historically specific mode of organization of material forces, invested by capital into being, as well as elaborated through various technoscientific discourses.
Abstract: Taking the biomediated body to be a historically specific mode of organization of material forces, invested by capital into being, as well as elaborated through various technoscientific discourses, the article traces these investments and the discursive productions of the biomediated body, linking it to an ongoing reconfiguration of governance and economy.
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TL;DR: In this article, the authors argue that an epistemic perspective from the subaltern side of the colonial difference can contribute to a critical perspective beyond the outlined dichotomies and to a redefinition of capitalism as a world system.
Abstract: Decolonizing Post-Colonial Studies and Paradigms of Political Economy: Transmodernity, Decolonial Thinking, and Global Coloniality RAMON GROSFOGUEL UNIVERSITY OF CALIFORNIA, BERKELEY Can we produce a radical anti-systemic politics beyond identity politics? 1 Is it possible to articulate a critical cosmopolitanism beyond nationalism and colonialism? Can we produce knowledges beyond Third World and Eurocentric fundamentalisms? Can we overcome the traditional dichotomy between political-economy and cultural studies? Can we move beyond economic reductionism and culturalism? How can we overcome the Eurocentric modernity without throwing away the best of modernity as many Third World fundamentalists do? In this paper, I propose that an epistemic perspective from the subaltern side of the colonial difference has a lot to contribute to this debate. It can contribute to a critical perspective beyond the outlined dichotomies and to a redefinition of capitalism as a world-system. In October 1998, there was a conference/dialogue at Duke University between the South Asian Subaltern Studies Group and the Latin American Subaltern Studies Group. The dialogue initiated at this conference eventually resulted in the publication of several issues of the journal NEPANTLA. However, this conference was the last time the Latin American Subaltern Studies Group met before their split. Among the many reasons and debates that produced this split, there are two that I would like to stress. The members of the Latin American Subaltern Studies Group were primarily Latinamericanist scholars in the USA. Despite their attempt at
598 citations
TL;DR: In this paper, the limits placed on the "decolonization" project by the forces of neoliberalism are discussed, and how the latter affects the future of the university and its future of education.
Abstract: What are the limits placed on the ‘decolonization’ project by the forces of neoliberalism? How are the latter affecting the future of the university? Is ‘decolonization’ the same as ‘Africanization’?
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TL;DR: In this paper, the authors describe the work of their recently published book, Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives, and show how they use theory to think with their data (and use data to Think with theory) in order to accomplish a reading of data that is both within and against interpretivism.
Abstract: In this article, the authors describe the work of their recently published book, Thinking with Theory in Qualitative Research: Viewing Data Across Multiple Perspectives. The purpose of this article is to show how they use theory to think with their data (and use data to think with theory) in order to accomplish a reading of data that is both within and against interpretivism. The authors put to use a concept picked up from Deleuze and Guattari to capture their thinking with theory in qualitative research: “plugging in.” They engage “plugging in” as a machinic process that works against conventional coding in qualitative data interpretation and analysis by explaining and enacting the methodological maneuvers taken up in their thinking with theory. The authors conclude that “plugging in” positions both data and theory as machines and reveals both their supple substance and their machinic potential to interrupt and transform other machines, other data, and other knowledge projects.
308 citations