Kritisk design literacy i grunnskolen

Fire narrativ i utvikling av designkompetanse for bærekraft

Forfattere

  • Eva Lutnæs OsloMet – storbyuniversitetet

DOI:

https://doi.org/10.7577/formakademisk.4033

Emneord (Nøkkelord):

Design literacy, grunnskolenivå, kritisk refleksjon, litteraturstudie, narrativ, Kunst og håndverk

Sammendrag

Menneskene har med sine kreative krefter erstattet natur med kultur i et slikt omfang at en ny geologisk epoke er foreslått, antropocen. Design som disiplin bærer i seg en transformativ agenda – alltid på vei mot noe nytt. Vil utvikling av grunnskoleelevenes designkompetanse bare øke belastningen på naturen? Her er det avgjørende hvilke roller elevene tilbys gjennom utdanning, samt hvordan design forstås og praktiseres. I denne litteraturstudien settes omstilling mot et mer bærekraftig samfunn som premiss når akademiske tekster granskes. Fire narrativ peker seg ut og danner utgangspunkt for en definisjon der målet for designkompetanse på grunnskolenivå er den kritiske og skapende borger som kan nærme seg
problemer som komplekse, fremme endring gjennom egne designprosesser og møte designløsninger med spørsmål om hvordan de støtter opp under bærekraftige praksiser.

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Nedlastinger

Publisert

2021-07-02

Hvordan referere

Lutnæs, E. (2021). Kritisk design literacy i grunnskolen: Fire narrativ i utvikling av designkompetanse for bærekraft. FormAkademisk , 14(3). https://doi.org/10.7577/formakademisk.4033

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