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How can design education develop intercultural competencies for professional practice and global citizenship?

Macdonald, Iain; MacLeod, Myrna


Iain Macdonald

Myrna MacLeod


Within the field of graphic design many contemporary designers and educators seek to challenge global corporate homogenization and the exploitation of developing countries (Rawsthorn 2013; Poynor 1999; McCoy 1994). The ‘First Things First 2000’ manifesto re-booted the Humanist and socially conscious perspective that was originally set out by Ken Garland’s ‘First Things First’ manifesto (1964), arguing that Design was not a neutral process, but one that should be more critical and challenging of consumerism.

In an increasingly global economy students must develop an intercultural awareness of themselves and other cultures, a key attribute of global citizenship. Within the field of design education Mendoza & Matyók (2013) argue that design is a transformative and socially engaged practice offering an important platform for student internationalisation.

This paper analyses how UK design students participated and negotiated the implementation of live projects in an African context, specifically Mozambique. The aim was that a cultural learning experience in a very different environment with challenging resources and social conditions would develop student global citizenship and mobility. Garland provides an approach to professional practice that can culturally inform the European and African students in this study as they actively shape the world around them.

Presentation Conference Type Conference Paper (Published)
Conference Name Virtuous Circle: Summer Cumulus Conference 2015
Start Date Jun 3, 2015
End Date Jun 7, 2015
Acceptance Date Mar 1, 2015
Publication Date Jun 8, 2015
Deposit Date Apr 30, 2015
Publicly Available Date Jun 8, 2015
Peer Reviewed Peer Reviewed
Keywords intercultural, graphic design, global citizenship
Public URL
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Contract Date Apr 30, 2015


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