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Browsing by Author "Noel, Lesley-Ann"

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    Pluriversal futures for design education
    (2023) Noel, Lesley-Ann; Ruiz, Adolfo; van Amstel, Frederick M. C.; Udoewa, Victor; Verma, Neeta; Botchway, Nii Kommey; Lodaya, Arvind; Agrawal, Shalini
    The Future of Design Education working group on pluriversal design—with members from Latin America, the Caribbean, Africa, South and Southeastern Asia, North America, Oceania, and Europe—developed recommendations for higher education design curricula. The group addresses the dominance of a Eurocentric design canon and worldwide colonization by a twentieth-century design monoculture grounded in the concept of universal human experience. Curricular recommendations honor Indigenous worlds and place-based ways of being, and chime with anthropologist Arturo Escobar’s premise that every community practices the design of itself, through participatory processes that are independent of experts. The authors posit that rather than a Cartesian rationalist perspective, the group advocates a relational view of situations in which the design responses to interdependent natural, social, economic, and technical systems, are specific to places and cultures. The recommendations assert a pluriversal design imperative in which multiple worldviews thrive and diverse lived experiences inform the entire field, as well as individual projects.
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    When is the pluriverse?
    (2023) Udoewa, Victor; Borrero, Alfredo Gutiérrez; Noel, Lesley-Ann; Ruiz, Adolfo; Borchway, Nii Kommey; Jones, Derek; Borekci, Naz; Clemente, Violeta; Corazzo, James; Lotz, Nicole; Nielsen, Liv Merete; Noel, Lesley-Ann
    Currently design is in the midst of several potential upheavals including the postcolonial, decolonial, ontological, and pluriversal turns. This conversation among design educators explores these turns under the inclusive umbrella of pluriversal design by focusing specifically on the temporality of the pluriverse in design education. By engaging in communal sensing, living in a world of many worlds, we relationally engage and question whether pluriversal design is a struggle for emergence, a past history, a possible future, a current reality, some combination, or something else entirely for design education? The reason we find this question important is because it determines what we do today, as design educators across many worlds. If the pluriverse is truly a future experience that we do not have today, we want to know what we need to do today to aid its arrival in design education. We engaged in an asynchronously written conversation in which Victor Udoewa, served as a facilitator and complicator of a conversation between design educators Adolfo Ruiz, Alfredo Gutierrez Borrero, Arvind Lodaya, Frederick van Amstel, Lesley-Ann Noel, and Nii Bostway.