Disruption by dissociation : exploring human-centred design through transformative engagement in the spatial design studio

Abstract

This study explores the use of hybrid ways of engagement in the spatial design studio, as a disruption to complement the traditional methods of design inquiry. Through normative dissociation, an empathic approach to investigation is adopted in order to take a human-centred perspective, where users are considered as part of the understanding of complex spatial design issues. The use of a plug-in workshop facilitates the qualitative data collection, analysis and synthesis, without coding, as a four-hour workshop inserted into an active studio project. Four programmes in interior architecture at tertiary institutions are purposefully selected in the third year of study. These are considered biopic investigations and form the basis of the research as an indicative study, which is data driven. A constructivist paradigm allows for interpretation of data findings according to the three research questions in order to make meaning of the evidence collected in situ in the design studio. This approach allows the researcher to triangulate thick descriptions with observations from research assistants and students’ own primary work. The plug-in workshop requires students to step outside their comfort zone and adopt the perspective of particular users or communities. This troublesome action asks them to shed their own preconceived ideas and bias in order to make meaning of complex social scenarios, often unfamiliar to them. Threshold concepts emerge as part of a transformative journey. The study acknowledges that transitions in worldviews are not easy and that more exposure, experience and skills are required, especially at an educational level. However, it is important to reveal and expose designers to situations where fluid and unpredictable living scenarios define how we live and interact in an increasingly complex world. The contribution of the research emerges from the speculative and provocative approach, asking difficult questions pertaining to a transformative spatial design milieu. This equips students with softer skills to be present and to act respectfully with an attitude of mutual learning as citizen designers on behalf of communities and people.