• Teaching Machines: Platforms, pedagogies and the wicked problem of design thinking

Dare, Eleanor, 2020, Journal Article, Teaching Machines: Platforms, pedagogies and the wicked problem of design thinking The Post-Pandemic University, 1 (1). p. 1. ISSN xxxx-xxxx

Abstract or Description:

The entrepreneurial online academy is supported by constructs such as disruption, agility, Design Thinking and digital transformation, further underpinned by techno-determinist belief in reductionist, ‘universal’ (as in white Western) design ‘solutions’. From a techno-determinist position there is no need to address systemic power disparities or colonialism – the presumption is that technology can find an answer for everything and everyone, apart from, of course, the so-called ‘wicked problems’ of poverty and inequality. Post-pandemic, neoliberal Design Thinking constructs risk becoming ever more entrenched within Higher Education, naturalised by the domination of STEM/STEAM agendas, with their racist assumptions of ‘universal’ values and needs. As Ansari points out, Design Thinking universalism is synonymous with “white, Eurocentric, settler logic”. This position paper presents a standpoint informed by the ongoing principles of Design Justice and a posthuman re-formulation of agency, eschewing universalist constructs of human knowledge, psychology or need

Official URL: https://postpandemicuniversity.net/2020/07/29/teac...
Subjects: Other > Education > X900 Others in Education > X990 Education not elsewhere classified
School or Centre: School of Communication
Date Deposited: 01 Sep 2020 16:59
Last Modified: 01 Sep 2020 16:59
URI: https://researchonline.rca.ac.uk/id/eprint/4489
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