This paper outlines and critically evaluates a collaboration between 4theRecord, a large international mixed-methods research initiative delving into the conceptualizations of risk amidst the COVID-19 pandemic within the experiences of racialized, LGBTQ2S+, young women, and non-binary individuals, and a design faculty committed to a collaborative pedagogical framework known as the “vertical studio.” A specialized course served as the central hub of this collaboration, wherein design students across various academic levels converged in an environment closely mirroring a real-world design studio. Their collective objective was to formulate design strategies and applications rooted in the thematic framework of the “Gallery of Risk,” with the goal of expanding the visual representation of the research data generated by 4theRecord. This collaboration yielded not only remarkable design outcomes but also emerged as a substantive platform for mutual learning. It facilitated the exchange of insights between the research team and the design students regarding disparities in disciplinary discourse and working methodologies. In reflecting upon this collaborative journey, this paper endeavours to stimulate discussions on the following pivotal points: the inherent risks associated with representing data within the design process, the role of design literacy in the mobilization of knowledge, the inherent tensions arising from differing approaches to data interpretation and their impact on design pedagogy and collaborative endeavours, and the development of a sense of community through specialized courses in design. Ultimately, our objective is to inspire the adoption of more inclusive design pedagogies through interdisciplinary collaborations that foster knowledge mobilization within diverse groups.
Helen is a graphic designer with an international background, having worked in Canada and Asia. With an Honours Bachelor’s degree in design from OCAD University, a Master’s degree in Design from York University, and currently pursuing a Ph.D. in Education at York University, her focus lies at the intersection of design, emerging technology, and creative pedagogy.