Locating the Contributions to Critical Design Education (CDE): Critical Theory, Critical Thinking and Critical Pedagogy.Citation formats

Standard

Locating the Contributions to Critical Design Education (CDE): Critical Theory, Critical Thinking and Critical Pedagogy. / Spendlove, David; Jachna, Tim (Editor).

host publication. ed. / Tim Jachna. Hong Kong : DesignEd Asia Conference Secretariat, 2015. p. 247-254.

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Harvard

Spendlove, D & Jachna, T (ed.) 2015, Locating the Contributions to Critical Design Education (CDE): Critical Theory, Critical Thinking and Critical Pedagogy. in T Jachna (ed.), host publication. DesignEd Asia Conference Secretariat, Hong Kong, pp. 247-254, Spirit of Place and Design Education: DesignEd Asia Conference 2015, Hong Kong Polytechnic University, 1/12/15.

APA

Spendlove, D., & Jachna, T. (Ed.) (2015). Locating the Contributions to Critical Design Education (CDE): Critical Theory, Critical Thinking and Critical Pedagogy. In T. Jachna (Ed.), host publication (pp. 247-254). Hong Kong: DesignEd Asia Conference Secretariat.

Vancouver

Spendlove D, Jachna T, (ed.). Locating the Contributions to Critical Design Education (CDE): Critical Theory, Critical Thinking and Critical Pedagogy. In Jachna T, editor, host publication. Hong Kong: DesignEd Asia Conference Secretariat. 2015. p. 247-254

Author

Spendlove, David ; Jachna, Tim (Editor). / Locating the Contributions to Critical Design Education (CDE): Critical Theory, Critical Thinking and Critical Pedagogy. host publication. editor / Tim Jachna. Hong Kong : DesignEd Asia Conference Secretariat, 2015. pp. 247-254

Bibtex

@inproceedings{1cab8bc925f44d47948f498c5c531b54,
title = "Locating the Contributions to Critical Design Education (CDE): Critical Theory, Critical Thinking and Critical Pedagogy.",
abstract = "This paper offers a theoretical perspective to examine and identify the location of ‘critical’ domains in design education and in doing so will draw upon three particular theoretical frameworks, namely: Critical Theory (Dunne & Raby, 2001; Feenberg, 2008); Critical Pedagogy (Apple, 1990; Giroux, 1994) and Critical Thinking (Paul, 1992). The paper is primarily located in the English Education System and specifically in the Senior High School (Secondary Education) phase but the discourse has implications for all design educators whilst recognizing the broader educational context in which the paper is framed.This paper concludes that through dialectic and dialogic engagement with the critical domains, the location, articulation and enactment of the ‘critical’ is revealed. In doing so the essential epistemological and ontological foundations of Critical Design Education are highlighted as offering a unique and empowering learning activity.",
keywords = "Critical Theory, Critical Design, Critical Pedagogy",
author = "David Spendlove and Tim Jachna",
year = "2015",
month = "12",
day = "1",
language = "English",
pages = "247--254",
editor = "Tim Jachna",
booktitle = "host publication",
publisher = "DesignEd Asia Conference Secretariat",

}

RIS

TY - GEN

T1 - Locating the Contributions to Critical Design Education (CDE): Critical Theory, Critical Thinking and Critical Pedagogy.

AU - Spendlove, David

A2 - Jachna, Tim

A2 - Jachna, Tim

PY - 2015/12/1

Y1 - 2015/12/1

N2 - This paper offers a theoretical perspective to examine and identify the location of ‘critical’ domains in design education and in doing so will draw upon three particular theoretical frameworks, namely: Critical Theory (Dunne & Raby, 2001; Feenberg, 2008); Critical Pedagogy (Apple, 1990; Giroux, 1994) and Critical Thinking (Paul, 1992). The paper is primarily located in the English Education System and specifically in the Senior High School (Secondary Education) phase but the discourse has implications for all design educators whilst recognizing the broader educational context in which the paper is framed.This paper concludes that through dialectic and dialogic engagement with the critical domains, the location, articulation and enactment of the ‘critical’ is revealed. In doing so the essential epistemological and ontological foundations of Critical Design Education are highlighted as offering a unique and empowering learning activity.

AB - This paper offers a theoretical perspective to examine and identify the location of ‘critical’ domains in design education and in doing so will draw upon three particular theoretical frameworks, namely: Critical Theory (Dunne & Raby, 2001; Feenberg, 2008); Critical Pedagogy (Apple, 1990; Giroux, 1994) and Critical Thinking (Paul, 1992). The paper is primarily located in the English Education System and specifically in the Senior High School (Secondary Education) phase but the discourse has implications for all design educators whilst recognizing the broader educational context in which the paper is framed.This paper concludes that through dialectic and dialogic engagement with the critical domains, the location, articulation and enactment of the ‘critical’ is revealed. In doing so the essential epistemological and ontological foundations of Critical Design Education are highlighted as offering a unique and empowering learning activity.

KW - Critical Theory, Critical Design, Critical Pedagogy

M3 - Conference contribution

SP - 247

EP - 254

BT - host publication

PB - DesignEd Asia Conference Secretariat

CY - Hong Kong

ER -