Serving the Marginalized through Design Education

Chapter 1: Learning through Freire: Applying transformative pedagogy to transform all learners

Sennett, Beth ORCID: https://orcid.org/0000-0001-9632-2052 (2024) Serving the Marginalized through Design Education. In: Serving the Marginalized through Design Education. Routledge Focus on Design Pedagogy . Routledge, New York. ISBN 9781032702445

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Abstract / Summary

Transformative educator Paulo Freire illuminates how education has the power to either oppress, by reinforcing and reproducing oppressive structures, or to transform by engaging students in a critical exploration of the world. Therefore, educators can choose to assimilate students into the world as it is, or to help them to become active subjects engaged in constructing the future.
This chapter will discuss how design educators can work towards the latter by utilizing Freire’s transformative pedagogy. The chapter will first outline the principles underpinning Freire’s transformative pedagogy and then explore the process in action. Utilising data from a UK university project with dyslexic students, along with examples drawn from an anti-racist student group and a community learning group, it will show how this type of critical engagement leads to action and transformation. Considering the vital role design students play in creating our world, the chapter will conclude by discussing the importance of transformative pedagogy for design education.

Item Type:	Book Section
ISBN:	9781032702445
Subjects:	Education
Courses by Department:	Academy of Innovation and Research
Related URLs:	Publisher
Depositing User:	Beth Sennett
Date Deposited:	12 Aug 2024 12:56
Last Modified:	12 Aug 2024 12:56
URI:	https://repository.falmouth.ac.uk/id/eprint/5646

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