The designer collective as a social system of professional learning and development
DOI:
https://doi.org/10.7577/formakademisk.6086Emneord (Nøkkelord):
Designer collectives, community of practice, learning, design practice, professional identitySammendrag
This study examines designer collectives as social systems of professional learning and development. Based on a qualitative single case study of a contemporary Danish designer collective, the study analyses seven core members’ experiences of participation through the lens of Wenger’s framework of communities of practice. Eight distinct themes of participation are identified and described as accounts of Wenger’s modes of belonging as engagement, imagination, and alignment. These findings provide rich contextualized descriptions of experiences of participation, illustrating how designer collectives are conducive to both practice development and identity formation. Contributions to design practice and design education research are discussed concludingly, highlighting the role of designer collectives in fostering designers’ transformative learning beyond formal educational structures.
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Opphavsrett 2025 Nicky Nedergaard
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