Designing for Disruption

3 credits · Peabody College - Professional

In this class, we will reflect upon the ideological assumptions and cultural frameworks that largely govern American public education in order to frame problems of design. We inevitably begin, therefore, with conversations about social inequality as manifest in the curriculum, practices, and policies of schools that sort and stratify youth along axes of power like race, class, gender, language, and so on. These conversations will assert a need for transformation and social change – changes that we seek to address through design. [3]