TY  - CPAPER
AU  - Thompson, JR
Y2  - 2021/01/26
Y1  - 2020
SN  - 9781912294404
SN  - 2398-3132
UR  - http://hdl.handle.net/11343/258831
AB  - 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.
PB  - Design Research Society
T1  - From Engagement to Empowerment: Exploring the Potential for Pedagogical Partnerships in Design
DO  - 10.21606/drs.2020.194
IS  - DRS2020: Synergy
VL  - 4
L1  - /bitstream/handle/11343/258831/DRS2020%20final%20upload_corrected.pdf?sequence=2&isAllowed=y
ER  -