Finding Humanity in Design

Auteurs-es

  • Erin Quinn Calgary Board of Education/University of Calgary
  • Stephanie Bartlett Calgary Board of Education/University of Calgary
  • Laurie Alisat Westmount Charter School/University of Calgary
  • Sandra McNeil Calgary Board of Education
  • Kim Miner Calgary Board of Education

DOI :

https://doi.org/10.25071/1916-4467.40359

Mots-clés :

design thinking, human-centred mindset, creative problem solving, wide awakeness, professional learning, curriculum

Résumé

The Calgary Board of Education’s Design the Shift was a radical step away from typical professional development opportunities. It was a year-long collaboration designed for educators to provoke a shift in practice by redefining curriculum through design. Our definition of design evolved from a linear business model to a much more generous movement. As designers of learning, the participants took up “what really [mattered] to them”, with design becoming an intersection of creativity, place, and community (Chambers, 1998, p. 17). We created opportunities for participants to charge up against an experience, causing them to make, unmake, and remake the curriculum of their classrooms. All experiences inspired the participants to stop, notice, listen and awaken, drawing on Maxine Greene’s (1977) wide-awakeness philosophy.

Bibliographies de l'auteur-e

Erin Quinn, Calgary Board of Education/University of Calgary

Erin Quinn, Stephanie Bartlett, Laurie Alisat, Sandra McNeil, and Kim Miner are educators in Calgary, Alberta, Canada. They are participants and facilitators of Design the Shift, and inspired by: educators who find openness in the topics that they are entrusted to uncover; the moments when teachers and students stop, breathe, and listen together; people engaging deeply in their learning, creating solutions to arising problems; the essential role of curriculum encounters in the awakening of new possibilities.

Stephanie Bartlett, Calgary Board of Education/University of Calgary

Erin Quinn, Stephanie Bartlett, Laurie Alisat, Stephanie Bartlett, Sandra McNeil, and Kim Miner are educators in Calgary, Alberta, Canada. They are participants and facilitators of Design the Shift, and inspired by: educators who find openness in the topics that they are entrusted to uncover; the moments when teachers and students stop, breathe, and listen together; people engaging deeply in their learning, creating solutions to arising problems; the essential role of curriculum encounters in the awakening of new possibilities.

Laurie Alisat, Westmount Charter School/University of Calgary

Erin Quinn, Stephanie Bartlett, Laurie Alisat, Stephanie Bartlett, Sandra McNeil, and Kim Miner are educators in Calgary, Alberta, Canada. They are participants and facilitators of Design the Shift, and inspired by: educators who find openness in the topics that they are entrusted to uncover; the moments when teachers and students stop, breathe, and listen together; people engaging deeply in their learning, creating solutions to arising problems; the essential role of curriculum encounters in the awakening of new possibilities.

Sandra McNeil, Calgary Board of Education

Erin Quinn, Stephanie Bartlett, Laurie Alisat, Stephanie Bartlett, Sandra McNeil, and Kim Miner are educators in Calgary, Alberta, Canada. They are participants and facilitators of Design the Shift, and inspired by: educators who find openness in the topics that they are entrusted to uncover; the moments when teachers and students stop, breathe, and listen together; people engaging deeply in their learning, creating solutions to arising problems; the essential role of curriculum encounters in the awakening of new possibilities.

Kim Miner, Calgary Board of Education

Erin Quinn, Stephanie Bartlett, Laurie Alisat, Stephanie Bartlett, Sandra McNeil, and Kim Miner are educators in Calgary, Alberta, Canada. They are participants and facilitators of Design the Shift, and inspired by: educators who find openness in the topics that they are entrusted to uncover; the moments when teachers and students stop, breathe, and listen together; people engaging deeply in their learning, creating solutions to arising problems; the essential role of curriculum encounters in the awakening of new possibilities.

Téléchargements

Publié-e

2018-08-31

Comment citer

Quinn, E., Bartlett, S., Alisat, L., McNeil, S., & Miner, K. (2018). Finding Humanity in Design. La Revue De l’association Canadienne Pour l’étude De Curriculum , 16(1), 6–22. https://doi.org/10.25071/1916-4467.40359

Numéro

Vol. 16 No. 1 (2018): Les arts dans les études curriculaires : esthétique, incarnation et bien-être

Rubrique

Aesthetics, Embodiment and Well-Being

Licence

Creative Commons License
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