Transpedagogy and Activist Design

Main Article Content

Gabriel Martínez García
Sonia Díaz Jiménez

Abstract

The purpose of this article is to offer some reflections derived from professional experience in the field of design and activist practices. A first hypothesis is that many of the socially committed design projects are genuinely pedagogical, because they combine educational processes and creation, bringing a different experience to formal design education.

Article Details

References

Alinsky, S. (2012), Tratado para radicales: manual para revolucionarios pragmáticos. Madrid: Traficantes de Sueños.

Beuys, J. and C. Bodenmann-Ritter (1995), “Joseph Beuys. Cada hombre, un artista: conversaciones”, Documenta 5-1972. Madrid: Editorial Visor.

Curle, A. (1973), Education for Liberation. New York: Wiley. Edwards, B. (2000), Nuevo aprender a dibujar con el lado derecho del cerebro. Barcelona: Ediciones Urano.

Eisner, E. (1995), Educar la visión artística. Barcelona: Ediciones Paidos.

Flood, M., B. Martin, and T. Dreher (2013), “Combining Academia and Activism. Common Obstacles and Useful Tools”, Australian Universities’ Review 55, no. 1: 17-26.

Freire, J. (2009), “Educación expandida y nuevas instituciones: ¿Es posible la transformación?”, Educación Expandida, 67-84. Sevilla: Zemos98.

Fuad-Luke, A. (2009), Design Activism: Beautiful Strangeness for a Sustainable world. Sterling: Earthscan.

Gardner, H. (1994), Educación artística y desarrollo humano. Barcelona: Ediciones Paidós.

Hadberg, A. V. (2006), “The Methodology of Paul Willis. A Review of ‘Learning to Labor: How Working Class Kids Get Working Class Jobs’”, Athenea Digital: Revista de pensamiento e investigación social no. 9. Consultado 16 febrero, 2014. http://antalya.uab.es/athenea/num9/ hadberg.pdf.

Helguera, P. (2011), Education for Socially Engaged Art. A Materials and Techniques Handbook. New York: Jorge Pinto Books.

Helguera, P. (2011), Pedagogía en el campo expandido. 8ª Bienaldo Mercosul. Ensayos de Geopoética. Porto Alegre: Fundação Bienal do Mercosul.

Helguera, P. (2010), “Notes Towards a Transpedagogy”, Art, Architecture, Pedagogy: Experiments in Learning, edited by K. Ehrlich, 98-112. Valencia, California: Center for Integrated Media.

Hernández Zamora, F. (2014), “Concepto ampliado de arte”, consultada 9 mayo, 2014. http://plasticasocial.blogspot.com.es/p/concepto-ampliado-de-arte.html.

Illich, I. (1985), La sociedad desescolarizada. México: Joaquín Mortiz-Planeta.

Krauss, R. (1979), “Sculpture in the Expanded Field”, October 8, no. Spring: 30-44.

Lamarhe-Vadel, B. (1994), Joseph Beuys. Madrid: Ediciones Siruela.

Le Quernec, A. (2000), Made by Children. Quimper: Imprimerie du Commerce.

Le Quernec, A. (2005), Alain Le Quernec. Beijing: Lingnan Art Publishing House.

Maturana, H. R. and F. J. Varela (1980), Autopoiesis and Cognition: The Realization of The Living. Dordrecht, Holland; Boston: D. Reidel Pub. Co.

McIntyre, A. (2008), Participatory Action Research. Thousand Oaks: Sage Publications.

Read, H. (1982), Educación por el arte. Barcelona: Ediciones Paidós.

Ruiz-Mejía, J. (2007), “El arte en la educación, según Herbert Read”, Revista Aleph. Consultado 17 marzo, 2014. http:// www.revistaaleph.com.co/component/k2/item/127-elarte- en-la-educacion-segun-herbert-read.html.

Smith, S. E., Willms, D. G., and Johnson, N. A. (1997), Nurtured by Knowledge: Learning to do Participatory Action-Research. New York: Apex.

Soar, M. A. (2002), Graphic Design/Graphic Dissent: Towards a Cultural Economy of an Insular Profession. PhD thesis, University of Massachusetts at Amherst.

Thompson, E. P. (2014), La economía moral de la multitud y otros ensayos. Bogotá: Clásicos Historia Crítica.

Verlee Williams, L. (1995), Aprender con todo el cerebro. Barcelona: Ediciones Roca.