Abstract
Transformative pedagogy reimagines education as a catalyst for societal change, integrating democratic principles, ethical reflection, and crisis-responsive strategies. Within this discourse, Democratic Aesthetics and Social Impact Design represent two intersecting approaches that prioritise equity, participation, and moral engagement. This study situates itself at the confluence of these themes, proposing a conceptual framework for integrating a social impact design study and a photography study unit at a higher education institution that can potentially serve as sites for transformative pedagogy, using digital storytelling techniques to foster civic engagement. By grounding the research in applied methodologies, the paper explores the potential of visual practices to foster democratic participation and ethical teaching and learning (T&L) environments. This conceptual approach repositions design education from cognitive skill acquisition to embodied democratic practice.
Presenters
Bongani KhozaLecturer, Faculty of Art Design and Architecture / Multimedia, University of Johannesburg, Gauteng, South Africa Nthabiseng Mabale
Academic, Multimedia Department, University of Johannesburg, Gauteng, South Africa
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Transformative Pedagogy, Social Impact Design, Ethics, Democrati, Design Education
