Inspiring Designers: Mapping as means to inspire Inclusion through Design (MID)
Keywords:
Inclusive Design, Stories, Model, Design EducationSynopsis
Promoting inclusion is a cross-cutting objective, associated with several global challenges today. Although increasingly recognized by society, the talent and creative potential of designers is seldomly channelled towards inclusive solutions and the realization of the social role of Design. This work advocates the dissemination of pedagogical strategies used in the context of Inclusive Design in order to promote a change in attitudes and the training of better designers. It begins with five stories from the author's experience, based on first-person accounts and discussions, documentary analysis, and other good practices of inclusion through Design. These address five topics: Arguments, Pedagogy, Interdisciplinarity, Partnerships, and Dissemination.
The concerns highlighted in the problem statement are discussed and corroborated through a review of the literature: there are barriers to the use of information and of some tools created in the context of Inclusive Design, and their suitability to the profile of designers and, in particular, students is queried. These reflections led to the proposal of a model for Mapping as means to inspire Inclusion through Design (MID): a tool comprising two axes representing variables that promote inclusion from the outset of the Design process, which supports the mapping of design solutions and identification of opportunities for intervention. Envisaged for an educational context, the proposed model aims to inspire and promote communication between people from different areas and levels of training, in a practical, dynamic, and visual way – the tool itself is intended to be a more inclusive tool.
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