Abstract
In an increasingly globalised world, design educators face challenges of complex linguistic and cultural differences in their studios and critique systems. While general issues relating to globalisation and education have been discussed in past research, this paper is focused on improving the teaching and learning environment created by design educators in terms of perceptions on linguistic and cultural differences. Using interviews and focus group data from 56 participants, pedagogical themes are identified and categorised in terms of four pedagogical perspectives: (i) applying multicultural teaching and learning strategies, (ii) accommodating, encouraging and respecting diversity, (iii) ensuring equity and transparency, and (iv) building a supportive school culture. Within each perspective, the interview themes and supporting excerpts are used to suggest strategies and ideas to overcome linguistic and cultural barriers. This paper contributes to improvements in design education for a globalised world, as well as to improving teaching and learning for diverse student cohorts.
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This research was supported by the Australian Government Department of Education and Training.
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Lee, J.H., Ostwald, M.J., Gu, N. et al. Linguistic and cultural perspectives on globalised design education. Int J Technol Des Educ 31, 165–181 (2021). https://doi.org/10.1007/s10798-019-09544-2
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DOI: https://doi.org/10.1007/s10798-019-09544-2