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- W434684296 abstract "Like the notion of social impacts in Sustainable Development, social sustainability in design is a complex, contradictory and challenging area. Although not clearly defined, it is often where all the vague and immeasurable elements of Sustainable Design are placed. Addressing the balance of sustainability to include societal and human concerns is seen as a difficult, but necessary task which can lead to an increase in social capital, social cohesion and collaboration across geographical and educational boundaries (Findeli 2008).Encouraging and facilitating collaboration between students in an educational setting is particularly challenging as students’ struggle to move past what they know and have learnt in their own cultural settings. Individual student thinking is often rooted in past educational experiences with students getting little exposure to diversities of practice (social and professional) or failing to become engaged in any real cross cultural dialogue. As in every field, designers must learn to co-operate across disciplines and borders. Both knowledge share and collaborative practice serve to open these communication channels and create a community of informed and informative professionals. This paper explores the role international collaborative projects can play in introducing social sustainability into design education. The paper begins by grounding these projects in current theory surrounding social sustainability and educational practices. Subsequently a brief outline of the projects is provided (conducted between students from Universities in New Zealand, Ireland and Chile) and the paper continues to explain the logistics of planning and implementing such projects. The findings from this study suggest that involving design students in international collaborative work encourages reflection, compromise and critical thinking. However, not withstanding the difficulties and realities involved; the conversations, conflicts and compromises that occur, and the unforeseen happenings that can thwart and enhance the experience. The paper concludes by reflecting on the experience of both students and tutors and the impact the project has on their subsequent practice." @default.
- W434684296 created "2016-06-24" @default.
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- W434684296 date "2010-10-28" @default.
- W434684296 modified "2023-09-25" @default.
- W434684296 title "Design without borders: International collaborative design projects as a mechanism to integrate social sustainability into student design practice" @default.
- W434684296 hasPublicationYear "2010" @default.
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