Abstract
How can a design instructor bring anti-racist and decolonization theory into students’ design practices? Over 5 years, the Publication Design Project class has evolved from a course that experiments with the idea of publications from a designer’s point of view to a student-led class that challenges students to examine their positionalities, explores place-based design practices and expands on notions of accountability in an attempt to decenter white colonial design history and practices. The conceptual potential of artist book/designer publications was explored, decoded and reinterpreted as students were encouraged to observe and implement different ways of knowing and to challenge the idea of “good” design. This paper is a reflection on the latest offering of the class, featuring the students’ collaborative work in organizing a tri-campus publication exhibition.
Presenters
Mauve PagéSenior Lecturer, Publishing, Simon Fraser University, British Columbia, Canada
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Publication Design, Experimental Design, Place-based Design, Decolonization, Student-Centered Pedagogy
