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    From Engagement to Empowerment: Exploring the Potential for Pedagogical Partnerships in Design

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    Author
    Thompson, JR
    Date
    2020
    Source Title
    DRS2020: Synergy
    Publisher
    Design Research Society
    University of Melbourne Author/s
    Thompson, James
    Affiliation
    Architecture, Building and Planning
    Metadata
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    Document Type
    Conference Paper
    Citations
    Thompson, J. R. (2020). From Engagement to Empowerment: Exploring the Potential for Pedagogical Partnerships in Design. DRS2020: Synergy, 4, Design Research Society. https://doi.org/10.21606/drs.2020.194.
    Access Status
    Open Access
    URI
    http://hdl.handle.net/11343/258831
    DOI
    10.21606/drs.2020.194
    Abstract
    As the notion of co-creation, or productive partnerships between staff and students, achieves increasingly popularity across disciplinary and institutional contexts, the offshoot idea of students and staff partnering on pedagogical scholarship is gaining traction. In design education contexts, however, where the boundary between pedagogical scholarship and studio-based practice tends to be blurry, this model has yet to take hold. What might pedagogical partnerships in design look like, and what benefits might they offer to all constituent parties? This paper explores this topic, drawing connections between scholarship of design education and several well-established pedagogical partnerships around the world. The prospects of students and educators collaborating on pedagogical inquiry includes more authentic feedback loops for improving educational quality and relevance, as well as deepening students’ agency in shaping their learning and development.

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