Beginning with concept: Deconstructing the complexity of ‘culture’ through art in design education | Intellect Skip to content
1981
Volume 10, Issue 1
  • ISSN: 1743-5234
  • E-ISSN: 2040-090X

Abstract

Abstract

The notion of ‘culture’ has long been recognized as an inherent component of both art and design education. What remains uncharted territory are ways by which educators can assess a student’s understanding of the complexity behind the production of ‘culture’. Contextualizing current pedagogical approaches within anthropological and interdisciplinary theoretical paradigms sheds light on the limitations of present undertakings. Static and stereotypical interpretations of ‘culture’ fail to account for the complex, multi-dimensional, hybrid, dynamic, intertwining, and ever-changing facets of ‘culture’ that characterize border crossings and modernization processes. This paper posits that concepts, an artistic synthesis of knowledge, can be the medium through which students can unravel the myth of ‘culture’ and expose its dynamic and changing nature, the tensions and contradictions involved, as well as the multiple ways of belonging. Marking the beginning of the design process, concepts that speak of ‘culture’ can propel a new era in infusing designs with social justice.

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/content/journals/10.1386/eta.10.1.23_1
2014-03-01
2024-02-27
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  • Article Type: Article
Keyword(s): concept development; culture; design education; interdisciplinary
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