Presented at the Design Research Society 2022 Conference. Full paper available at: https://dl.designresearchsociety.org/drs-conference-papers/drs2022/researchpapers/34/ Abstract: Studio learning is central to the teaching of design. However, the disruption of the COVID-19 pandemic, alongside emerging and historic critiques of studio pedagogy, creates a space for critical engagement with the present and potential futures of design education in studio. In this paper, I outline historic critiques of studio pedagogy, drawing primarily from critical pedagogy literature to frame is-sues relating to disempowerment, student agency, and monolithic representa-tions of the student role and student development. I build upon this critical foundation to reimagine studio practices as pluriversal, recognizing the challenges and opportunities of bridging epistemological differences and facilitating the potential for pluralism in design curricula, our student experiences, and the fu-ture of design professions.

1. CRITICALPEDAGOGYANDTHE
PLURIVERSALDESIGNSTUDIO
COLIN M. GRAY, PURDUE UNIVERSITY

2. THANK YOU

3. PROBLEMATIZESTUDIO
+
IDENTIFYOPPORTUNITIES
FORPLURIVERSALITY

4. 1
CRITICALPEDAGOGY
2
PEDAGOGICALSTANCES
3
PLURIVERSALSTUDIO

5. 1
CRITICAL PEDAGOGY
(A VERY BRIEF INTRODUCTION)

6. CRITICAL PEDAGOGY
STUDENT AS “TABULA RASA”

7. STUDENT AS “TABULA RASA” STUDENT AS EMANCIPATED
CRITICAL PEDAGOGY

8. CRITICAL PEDAGOGY
ANTHONY 1991
CRYSLER 1995
DUTTON 1987, 1991
FREIRE 1970
GRAY & SMITH 2016
GRAY, PARSONS, & TOOMBS 2020
SYSTEM STRUCTURES &
THE “HIDDEN CURRICULUM”

9. 2
PEDAGOGICAL STANCES

10. EMANCIPATION
FEAR
PEDAGOGIES OF
PEDAGOGIES OF

11. 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

12. 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?

13. 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.

14. EMANCIPATION
PEDAGOGIES OF
REJECT HEGEMONIC NORMS
EMBRACE NEW PATHWAYS TOWARDS COMPETENCE
DEFICIT—>FUNDS OF KNOWLEDGE

15. 3
THE PLURIVERSAL
STUDIO

16. ARTURO ESCOBAR
THE DESIGN
PLURIVERSE IS
“A WORLD WHERE
MANY WORLDS FIT“

17. P
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K
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D
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18. 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

19. INDUSTRY STRUCTURES
INDUSTRY CONTEXTS
COLLECTIONS OF SKILLS
—
ONE’S DESIGN PHILOSOPHY
P
A
T
H
W
A
Y
S

20. 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

21. 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?

22. THANKYOU COLINGRAY.ME
UXP2.COM