Intersectional Design Cards: Exploring intersecting social and environmental factors across four levels of design | Intellect Skip to content
1981
Volume 15, Issue 1
  • ISSN: 1753-5190
  • E-ISSN: 1753-5204

Abstract

Tackling complex social justice and sustainability challenges through design calls for a more comprehensive understanding of a design context. This involves encouraging designers and non-designers alike to work together to recognise the implications of designing ‘beyond a product’. This article explores what this approach might entail, reflecting upon the development of a design tool called the ‘Intersectional Design Cards’. This card-based design activity has been created to address multiple, interacting social and environmental inequities and inequalities, largely in the designing of emerging technologies in Silicon Valley. The cards have been made primarily for professional design and technology teams and start-up companies – but could also be used in other educational or social innovation contexts. They have been produced by team researchers, educators and practitioners who teach together on the ‘Innovations in Inclusive Design’, spring quarterly, ten-week class, at the Hasso Plattner Institute of Design (d.school), Stanford University, the United States. The article reflects upon how writing and mapping have played a part in integrating intersectionality research and design thinking, and shares examples of how the cards have been prototyped and tested with students, to develop intersectional design concepts across four levels of designing.

Loading

Article metrics loading...

/content/journals/10.1386/jwcp_00025_1
2022-01-01
2024-05-27
Loading full text...

Full text loading...

References

  1. Costanza-Chock, S.. ( 2020;), ‘ Design justice: Towards an intersectional feminist framework for design theory and practice. ’, in C. Mareis, and N. Paim. (eds), Design Struggles: Intersecting Histories, Pedagogies, and Perspectives, PLURAL series, Amsterdam:: Valiz;, pp. 33353.
    [Google Scholar]
  2. Crenshaw, K.. ( 1989;), ‘ Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. ’, University of Chicago Legal Forum, 140:1, pp. 13967.
    [Google Scholar]
  3. Dinshaw, C.,, Aranjo, J.,, Szekely, A.,, Pitzer, L., and Gondi, A.. ( 2021), Innovations in Inclusive Design Class Discussion, Stanford University;, 7 April.
    [Google Scholar]
  4. Jones, H.. ( 2022;), ‘ Beyond human-centred design: Mapping empathy in living systems. ’, in J. Wood. (ed.), Metadesigning: Designing in the Anthropocene, London:: Routledge, n.pag;.
    [Google Scholar]
  5. Jones, H., and Lundebye, A.. ( 2015;), ‘ Designing learning scenarios for sustainable futures workshop. ’, Nordes 2015: Design Ecologies, Konstfack – University of Arts, Crafts and Design;, Stockholm:, 7–10 June.
    [Google Scholar]
  6. Jones, H.,, Schiebinger, L.,, Grimes, A., and Small, A.. ( 2021), Intersectional Design Cards: A Design Activity to Create Radically Inclusive Products, Processes, and Paradigms, Stanford, CA:: Stanford University Press;, https://www.intersectionaldesign.com. Accessed 5 May 2022.
    [Google Scholar]
  7. Jones, J. C.. ( 1970), Design Methods: Seeds of Human Futures, Chichester:: Wiley and Sons;.
    [Google Scholar]
  8. Jones, J. C.. ( 1991), Designing Designing, London:: Architecture Design and Technology Press;.
    [Google Scholar]
  9. Lundebye, A.. ( 2004;), ‘ Senseness. ’, MA dissertation, Goldsmiths:: University of London.
    [Google Scholar]
  10. Lundebye, A.. ( 2022;), ‘ Facilitating team consciousness: Metadesign tools for collective imagining. ’, in J. Wood. (ed.), Metadesigning: Designing in the Anthropocene, London:: Routledge;, pp. 14959.
    [Google Scholar]
  11. Sadowska, N., and Tham, M.. ( 2005;), ‘ Minding the gap: Using artefacts to navigate private, professional and academic selves in design’, in. K. Grillner,, P. Glembrandt, and S.-O. Wallenstein. (eds), Beginnings: Experimental Research in Architecture and Design, Stockholm:: AKAD/AXL Books;, pp. 5461.
    [Google Scholar]
  12. Tham, M.. ( 2020), ‘Beyond pink and blue: Gender in technology’, Zoom seminar delivered at d.school, Stanford University;, Stanford, CA:, 14 May.
  13. Tham, M., and Jones, H.. ( 2008;), ‘ Metadesign tools: Designing the seeds for shared processes of change. ’, in Cipolla, C., and Peruccio, P. P.. (eds), Changing the Change: Design, Visions, Proposals and Tools, proceedings, Turin, 10–12 July, pp. 1491505.
    [Google Scholar]
  14. West, M.,, Kraut, R., and Ei Chew, H.. ( 2019), I’d Blush if I Could: Closing the Gender Divides in Digital Skills through Education, UNESCO Report, GEN/2019/EQUALS/1 REV.4, Bonn:: BMZ;.
    [Google Scholar]
  15. Young, R.,, Cooper, A., and Blair, S.. ( 2001;), ‘ Redesigning design education – the next Bauhaus? A contextual discussion document for a new design praxis. ’, ICSID Conference Exploring Emergent Design Paradigms, Korea, 7–11 October.
    [Google Scholar]
  16. Zou, J., and Schiebinger, L.. ( 2018;), ‘ AI can be sexist and racist: It’s time to make it fair. ’, Nature, 18 July, https://www.nature.com/articles/d41586-018-05707-8. Accessed 21 February 2022.
    [Google Scholar]
  17. Jones, Hannah. ( 2022;), ‘ Intersectional Design Cards: Exploring intersecting social and environmental factors across four levels of design. ’, Journal of Writing in Creative Practice, 15:1, pp. 720, https://doi.org/10.1386/jwcp_00025_1
    [Google Scholar]
http://instance.metastore.ingenta.com/content/journals/10.1386/jwcp_00025_1
Loading
/content/journals/10.1386/jwcp_00025_1
Loading

Data & Media loading...

This is a required field
Please enter a valid email address
Approval was a success
Invalid data
An error occurred
Approval was partially successful, following selected items could not be processed due to error