Student Strike as a Critical Pedagogy Practice in Graphic Design Education
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Abstract
This article reports on and analyzes the experience of undergraduate Industrial Arts Graphic Design students autonomously planning and holding an event (préocupe) using action research methods to address two issues: fragmentation of the student body and the feeling of inadequacy. By framing Vieira Pinto’s concepts of 'work' and 'critical consciousness', this research confirmed that students’ existential reality is akin to that of the working classes: they both work for others when performing their regular activities. The paper presents the statements of students gathered in a collective interview to demonstrate that préocupe instantiated the pedagogical essence of striking: developing the class’s critical consciousness. This work pertains to other initiatives challenging the spread of neoliberal education worldwide, and is a meaningful contribution to critical pedagogy practices in design education, with accounts of students developing both operational graphic design skills and critical consciousness autonomously.
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