Rethinking Graphic Design Pedagogy

Graphic design pedagogy needs restructuring. The goal and method conflict. My work explains the roundabout way I came to this conclusion. In my undergraduate education technique was favored over theory, the importance of cultural awareness overlooked. It fertilized isolation. This insular approach does not suit the goal of communicating messages to people in an interconnected world. We should open the dialogue, broaden the curriculum, and diversify research methods.

Design curricula lack human-centered courses (e.g. sociology, anthropology, psychology). In practice graphic designers work with all types of people, and a multiplicity of subject matter, with a goal of communication. Things change, societies change. Graphic design education lags behind. Design history courses have been added, and new technology adopted, but additional changes are imperative.

My proposition differs from those of others doing similar work because it hinges on creating a flexible system that changes with society. If promoting cultural awareness is part of the pedagogy it will inevitably change as society does.

My work is geared toward those seeking change in design education. It walks through my story, and how it inspired ideas for rethinking graphic design education in order to create a relevant and flexible environment that encourages reasoning, and incorporates inclusive research.