Commoning situated knowledge: co-teaching-and-learning the ‘design-led upcycling’ of waste clothing

Igoe, Elaine, Noble, Susan, Mendonca Guterres Torres, Lara and Cunningham, Jennifer (2021) Commoning situated knowledge: co-teaching-and-learning the ‘design-led upcycling’ of waste clothing. In, Sung, K., Singh, J. and Bridgens, B. (eds.) State-of-the-Art Upcycling Research and Practice. (Lecture Notes in Production Engineering) 1 ed. International Upcycling Symposium 2020 (04/09/20 - 04/09/20) Springer Cham, pp. 79-85. (doi:10.1007/978-3-030-72640-9_16).

Abstract

This study examines the introduction of a ‘design-led upcycling’ group project into an established design and enterprise curriculum structure with second year students on BA (Hons) Fashion and Textile Design at the University of Portsmouth, UK. It reflects the common experience and situated knowledges of academic, technical staff and students contextualised within the changing imperatives of design education. Rogowska-Stangret (2018) outlines how Donna Haraway’s situated knowledges work like an apparatus of producing ‘... a more adequate, richer, better account of a world, in order to live in it well and in critical, reflexive relation to our own as well as others' practices of domination and the unequal parts of privilege and oppression that make up all positions’ (Haraway, 1988, p.579). With this as a pedagogic aim, academics and technicians re-evaluated their established teaching and support methods in relation to upcycling in design.

This record has no associated files available for download.

Contributors

Author: Elaine Igoe

Download statistics