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CRITICALPEDAGOGYANDTHE
PLURIVERSALDESIGNSTUDIO
COLIN M. GRAY, PURDUE UNIVERSITY
THANK YOU
PROBLEMATIZESTUDIO


+


IDENTIFYOPPORTUNITIES
FORPLURIVERSALITY
1
	
CRITICALPEDAGOGY


2
	
PEDAGOGICALSTANCES


3
	
PLURIVERSALSTUDIO
1
	
CRITICAL PEDAGOGY
(A VERY BRIEF INTRODUCTION)
CRITICAL PEDAGOGY
STUDENT AS “TABULA RASA”
STUDENT AS “TABULA RASA” STUDENT AS EMANCIPATED
CRITICAL PEDAGOGY
CRITICAL PEDAGOGY
ANTHONY 1991


CRYSLER 1995


DUTTON 1987, 1991


FREIRE 1970


GRAY & SMITH 2016


GRAY, PARSONS, & TOOMBS 2020
SYSTEM STRUCTURES &


THE “HIDDEN CURRICULUM”
2
	
PEDAGOGICAL STANCES
EMANCIPATION
FEAR
PEDAGOGIES OF
PEDAGOGIES OF
FEAR
PEDAGOGIES OF HIERARCHY


THE “FIRING LINE”


LIMITED AGENCY


FEELING “GUTTED”


A “CLIMATE OF FEAR”


A “TOOL OF OPPRESSION”
ANTHONY 1991


BLAIR 2007


SCAGNETTI 2017


WEBSTER 2005, 2006


WILLENBROCK 1991
EMANCIPATION
PEDAGOGIES OF
What are the di
ff
erent perceived and actual archetypes
that a studio instructor can bring with them to pursue
student learning? How can these archetypes be co-
constructive and co-constitutive in aiding student
learning in multi-dimensional ways?
EMANCIPATION
PEDAGOGIES OF
ble 1 Continua of Instructor Roles.
Pedagogies of Fear Pedagogies of Emancipation
Instructor as drill sergeant Instructor as caregiver and nurturer
Instructor as critic Instructor as facilitator
Instructor as dogmatic Instructor as translator and connector
hese roles or archetypes can productively connect to both specific instructional moves and
broader philosophy of engaging in studio education, impacting individual student interac-
ons, key project and program milestones, methods of assessment and enculturation, and
ncompassing notions of studio culture. These roles will also connect to instructor beliefs
at relate to instructional and disciplinary norms, attitudinal and emotional commitments,
hilosophies of learning, and engagement with various forms of design knowledge.
EMANCIPATION
PEDAGOGIES OF
REJECT HEGEMONIC NORMS


EMBRACE NEW PATHWAYS TOWARDS COMPETENCE


DEFICIT—>FUNDS OF KNOWLEDGE
3
	
THE PLURIVERSAL


	
	
STUDIO
ARTURO ESCOBAR
THE DESIGN
PLURIVERSE IS


“A WORLD WHERE
MANY WORLDS FIT“
P
A
T
H
W
A
Y
S
I
N
S
T
R
U
C
T
I
O
N
A
L


M
O
V
E
S
K
N
O
W
L
E
D
G
E
S
ANTI-RACISM


INDIGNEOUS & DECOLONIAL


SOCIAL AND DESIGN JUSTICE


FUNDS OF KNOWLEDGE


“EVERYDAY” DESIGN KNOWLEDGE


CRITICAL FABULATIONS
K
N
O
W
L
E
D
G
E
S
INDUSTRY STRUCTURES


INDUSTRY CONTEXTS


COLLECTIONS OF SKILLS


—


ONE’S DESIGN PHILOSOPHY


P
A
T
H
W
A
Y
S
REWORKING CRITIQUE


FOREGROUNDING IMPLICIT NORMS


USING TECH TO EMPOWER & AMPLIFY
I
N
S
T
R
U
C
T
I
O
N
A
L


M
O
V
E
S
HOW MIGHT REVELATIONS FROM THE PANDEMIC
LEAD TO LASTING CHANGES IN STUDIO PRACTICES
THAT VALUE MULTIPLE FORMS OF LEGITIMATE
PARTICIPATION, MANY WAYS OF MAKING AND
PRODUCING, AND MANY PATHWAYS TOWARDS
COMPETENCE?
THANKYOU COLINGRAY.ME


UXP2.COM

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Critical pedagogy and the pluriversal design studio