- Title
- Transformational design literacies: children as active place-makers
- Creator
- Green, Monica
- Date
- 2014
- Type
- Text; Journal article
- Identifier
- http://researchonline.federation.edu.au/vital/access/HandleResolver/1959.17/103377
- Identifier
- vital:10905
- Identifier
-
https://doi.org/10.1080/14733285.2013.812305
- Identifier
- ISSN:14733285
- Abstract
- Innovative curriculum frameworks that support children as active researchers and designers in everyday learning contexts remain unprioritized in school settings. Design literacies challenge and expand existing curriculum structures at a time when state and national curriculum privilege literacy and numeracy testing. Drawing on a broader ethnographic study that examined children's inhabitation of school food gardens through pedagogies of food production, ecology and design in three Australian primary schools [Green, M. 2011. "Place Matters: Pedagogies of Food, Ecology and Design." Unpublished PhD, Monash University Churchill Victoria], this paper focuses on the design literacies or 'design-centered pedagogy' [McLaren, S. 2008. "Learning for Engagement: Lose the Ring-Fencing." Paper presented at the Technology Education Research Conference: Exploring Technology Education: Solutions to Issues in a Globalised World, Gold Coast, Queensland] that supported children's engagement with everyday learning in one school community. Semi-structured and 'walking interviews' provide rich data for understanding the contributions of design and design processes in a garden-based curriculum. When linked to a framework of sustainability, design literacies can expand learning opportunities that deepen their connection to everyday places. © 2013 Taylor & Francis.
- Relation
- Children's Geographies Vol. 12, no. 2 (2014), p. 189-204
- Rights
- © 2013 Taylor & Francis.
- Rights
- This metadata is freely available under a CCO license
- Subject
- Children; Design; Learning and school grounds; Pedagogies; 1604 Human Geography
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