Exploring critical citizenship and decolonisation as a framework for design education in South Africa

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dc.contributor.advisorCostandius, Elmarieen_ZA
dc.contributor.authorBotes, Hermanen_ZA
dc.contributor.otherStellenbosch University. Faculty of Arts and Social Sciences. Dept. of Visual Arts.en_ZA
dc.date.accessioned2023-01-30T19:03:06Z
dc.date.accessioned2023-05-18T06:59:29Z
dc.date.available2023-01-30T19:03:06Z
dc.date.available2023-05-18T06:59:29Z
dc.date.issued2023-03
dc.description Thesis (PhD)--Stellenbosch University, 2023.en_ZA
dc.description.abstractENGLISH ABSTRACT: In 2020 the globe is in turmoil. When this study commenced in 2018 the call to action for the citizen designer was premised on the #Feesmustfall campaign and the #Rhodesmustfall student protests, the July 2021 social unrest in South Africa that resulted in unprecedented violence and looting, rampant corruption in public and private sectors in South Africa and growing nationalism seen from BREXIT and the Trump administration in the USA. The 2020 Covid-19 pandemic brought even more attention to the role of the citizenry and how citizens can be capacitated to navigate uncertain and difficult times. Within the field of design, the concept of citizen designer is established. It was considered that the notion of educating a ‘citizen designer’ could be further developed in the South African design education context. The study therefore focused on how critical citizenship and decolonisation perspectives can contribute to a design pedagogy framework for citizen designer education in the context of South African universities of technology. Theoretical perspectives from critical citizenship and decolonisation provided the theoretical base for the study. A qualitative research approach was taken that involved case study research methodology. The data in the study was collected from a survey of and interviews with South African design educators as well as interviews with South African design students. From the data, South African citizen designer can be decribed as designers that have a deep understanding of self, ethics and critical thinking; they operate in transdisciplinary settings with a focus on the tangible betterment of sustainable quality of all life through a caring conscience. The study determined that the themes in critical citizenship and decolonisation perspectives that can contribute to design pedagogy for educating a South African citizen designer can be broadly categorised into concepts related to context, African focus, personal development and curriculum development. The category of context determines the relevance and approach to be taken when engaging with the African focus, personal development, and curriculum development categories. The study concludes with a list of suggested themes in these categories that could be considered for implementation by design educators in their specific field working towards the development of a South African citizen designer.en_ZA
dc.description.abstractAFRIKAANSE OPSOMMING: Die wêreld is in beroering in 2020. Met die aanvang van hierdie studie in 2018 was die wekroep vir die gemeenskapsontwerper (citizen designer) se uitgangspunt die #Feesmustfall- veldtog, die #Rhodesmustfall-studenteprotes, die groeiende nasionalisme wat in BREXIT en die Trump-administrasie in die VSA gesien is, die Julie 2021 onrus in Suid Afrika wat in ongekende stropery en geweld ontaard het en buitensporige korrupsie in die openbare- en privaatsektors in Suid-Afrika. Die Covid-19 pandemie in 2020 het selfs meer aandag gevestig op die rol van die burgery en hoe burgers in staat gestel kan word om onsekere en moeilike tye te trotseer. Die begrip van gemeenskapsontwerper is in die veld van ontwerp gevestig. Daar is oorweeg dat die idee om ’n “gemeenskapsontwerper” op te lei verder in die konteks van Suid-Afrikaanse ontwerpers-opleiding ontwikkel kan word. Die studie het dus gefokus op hoe kritiese burgerskap en dekolonisasie-perspektiewe kan bydra tot ’n ontwerpspedagogiese raamwerk vir gemeenskaps-ontwerpopleiding binne die konteks van Suid-Afrikaanse universiteite van tegnologie. Die teoretiese perspektiewe van kritiese burgerskap en dekolonisasie het die teoretiese fondasie vir hierdie studie gelê. ’n Kwalitatiewe navorsingsbenadering is gebruik wat gevallestudie-metodologie ingesluit het. Die studie se data is versamel uit ’n opname en onderhoude met Suid-Afrikaanse ontwerpopvoeders en onderhoude met Suid-Afrikaanse ontwerpstudente. Vanuit die data is dit bepaal dat Suid Afrikaanse “gemeenskapsontwerpers” beskryf kan word as ontwerpers met hoogs ontwikkelde self-kennis, etiek en kritiese denke; hulle werk in transdisciplinere omgewings met die fokus om tasbare verbetering van volhoubare lewens kwaliteit van alle lewe deur ‘n gewete van omgee. Die studie het vasgestel dat die temas wat kritiese burgerskapsperspektiewe en dekolonisasieperspektiewe kan bydra tot die ontwikkeling van ‘n ontwerpspedagogiek vir die opleiding van “gemeenskapsontwerper” geklassifiseer kan word as volg: konteks, Afrika fokus, persoonlike ontwikkeling, en kurrikulum ontwikkeling kategorieë. Die studie sluit af met ‘n lys van voorgestelde temas wat deur ontwerpopvoeders gebruik kan word om binne hul eie ontwerp dissipline vir hulself ‘n ontwerpspedagogiek te ontwikkel wat kan lei tot die ontwikkeling van ‘n Suid Afrikaanse “gemeenskapsontwerper”.af_ZA
dc.description.versionDoctoralen_ZA
dc.format.extentxi, 179 pages : illustrationsen_ZA
dc.identifier.urihttp://hdl.handle.net/10019.1/126999
dc.language.isoen_ZAen_ZA
dc.publisherStellenbosch : Stellenbosch Universityen_ZA
dc.rights.holderStellenbosch Universityen_ZA
dc.subject Adult education -- South Africaen_ZA
dc.subject.lcshDesign -- Study and teaching -- South Africaen_ZA
dc.subject.lcshDecolonization in art -- South Africaen_ZA
dc.subject.nameUCTD
dc.title Exploring critical citizenship and decolonisation as a framework for design education in South Africa en_ZA
dc.typeThesisen_ZA
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