IN-PERSON New Schools of Thought

Abstract

At the intersection of design education, activism, and self-care lies creativity, critical consciousness, reflection, and compassion. Thus, they play fundamental roles in educating 21st century learners to be agents of change today preparing them to be change agents for a just and sustainable future tomorrow. This paper presents a pedagogical framework that supports students through by integrating self-care, mindfulness, and identity-based reflective practices in critical transformative service-learning coursework. Situated within a praxis and pedagogy of design activism, this type of place-based learning addresses critical issues by ““problematizing” the natural, cultural, and historical reality in which [one] is immersed” [Denis Goulet, 2013]. Yet, students immersed in design activism through community engagement often feel overwhelmed by the complexities and wicked problems working with vulnerable communities toward social change and/or environmental justice. Burnout is often a result, leaving students with perceptions that their engagement efforts do not matter. How then might educators provide students skills, tools, and compassion that enables them to thrive and flourish in these learning environments so that they become the next generation of change agents for a sustainable and prosperous future? Two case studies of design activism at tier-1 research universities illustrate the practical application of the framework and the life-long learning benefits combining compassion, self-care, and mindfulness practices for sustained critical action. By equipping students with the skills, tools, and compassion needed to navigate the complexities of social design, we, as educators play a vital role in cultivating a generation of resilient, empowered, and socially, ethically responsible leaders.