Navigating Cross-Cultures, Curriculum and Confrontation: Addressing Ethics and Stereotypes in Design Education

Y

20

Foreign Countries; Graphic Arts; Design; Cultural Pluralism; Multicultural Education; Stereotypes; Social Bias; College Curriculum; College Instruction; College Students; Curriculum Implementation; Ethics; Thinking Skills; Visual Literacy; Visual Learning; Nonverbal Communication; Communication Strategies; Pilot Projects; Educational Experiments; Videoconferencing; Blended Learning; Controversial Issues (Course Content); Course Descriptions; Consciousness Raising; Cross Cultural Studies

Alabama; California; China; Colombia; El Salvador; Germany; Iran; Japan; Massachusetts; Philippines; Spain; Turkey; Utah

0022-2224

Graphic design's messages can reach across streets and across the globe; they can bring together countries, communities and strangers for a common cause; they can also serve to divide otherwise amenable neighbors. Design students must fully understand this potential reach and thus the responsibility they have to create tolerant, informed messages. The need to understand how personal beliefs of race, religion, socio-economic class and other differences influence visual messages is an ethical component of the graphic designer's professional duties. For if these differences and the potentially skewed perspectives are not recognized, then slippage between accurate and faulty messages will seep into graphic compositions. Sticks + Stones deliberately composes a highly diverse "classroom" of students in an effort for students to learn from each other as well as the curriculum. Studies show that students who learn in a diverse curriculum not only gain a broader perspective and appreciation for other cultures, but they also develop better thinking skills. Sticks + Stones collaborators aim to propagate knowledgeable, culture-savvy future designers who have learned first-hand from an extraordinarily diverse group of peers about the insulting and potentially harmful effects of image misuse. The innovative curriculum requires ethnic profiling and stereotyping as well as reflection, conversation and collaborative design on the way to multicultural understanding. (Contains 2 figures and 5 resources.)

As Provided

18

2011

EJ933727