@article{noel_2024, title={AN EMANCIPATORY RESEARCH PRIMER FOR DESIGNERS}, ISBN={["978-1-032-02229-1", "978-1-032-02227-7"]}, DOI={10.4324/9781003182443-17}, journal={ROUTLEDGE COMPANION TO DESIGN RESEARCH, 2 EDITION}, author={Noel, Lesley-Ann}, year={2024}, pages={177–188} }
 @article{bazzano_noel_patel_dominique_haywood_moore_mantsios_davis_2024, title={Correction: Improving the Engagement of Underrepresented People in Health Research Through Equity-Centered Design Thinking: Qualitative Study and Process Evaluation for the Development of the Grounding Health Research in Design Toolkit}, url={https://doi.org/10.2196/58397}, DOI={10.2196/58397}, abstractNote={[This corrects the article DOI: 10.2196/43101.].}, journal={JMIR Formative Research}, author={Bazzano, Alessandra N and Noel, Lesley-Ann and Patel, Tejal and Dominique, C Chantel and Haywood, Catherine and Moore, Shenitta and Mantsios, Andrea and Davis, Patricia A}, year={2024}, month={Apr} }
 @article{bazzano_noel_patel_dominique_haywood_moore_mantsios_davis_2024, title={Correction: Improving the Engagement of Underrepresented People in Health Research Through Equity-Centered Design Thinking: Qualitative Study and Process Evaluation for the Development of the Grounding Health Research in Design Toolkit (Preprint)}, url={https://doi.org/10.2196/preprints.58397}, DOI={10.2196/preprints.58397}, abstractNote={<sec> <title>UNSTRUCTURED</title> </sec>}, author={Bazzano, Alessandra N and Noel, Lesley-Ann and Patel, Tejal and Dominique, C Chantel and Haywood, Catherine and Moore, Shenitta and Mantsios, Andrea and Davis, Patricia A}, year={2024}, month={Mar} }
 @article{eggleston_noel_2024, title={Repairing the Harm of Digital Design Using a Trauma-informed Approach}, url={https://doi.org/10.7764/disena.24.Article.7}, DOI={10.7764/disena.24.Article.7}, abstractNote={With increased awareness and mindful decisions, digital designers can repair the harm caused by digital design and improve the online experience of individuals who have been previously marginalized. This repair of poor design decisions, well-intentioned or out of ignorance, is necessary in a world where technology, exclusion, and trauma are pervasive. This article provides examples of digital harm that designers must acknowledge, understand, and avoid recreating. The concept of trauma-informed design is explained along with two practical approaches for designers to use to become more trauma-informed, and repair harm when creating websites, apps, and other digital experiences.}, journal={Revista Diseña}, author={Eggleston, Melissa and Noel, Lesley-Ann}, year={2024} }
 @article{bazzano_noel_patel_dominique_haywood_moore_mantsios_davis_2023, title={Improving the Engagement of Underrepresented People in Health Research Through Equity-Centered Design Thinking: Qualitative Study and Process Evaluation for the Development of the Grounding Health Research in Design Toolkit}, volume={7}, ISSN={["2561-326X"]}, url={https://doi.org/10.2196/43101}, DOI={10.2196/43101}, abstractNote={Background Health inequalities are rooted in historically unjust differences in economic opportunities, environment, access to health care services, and other social determinants. Owing to these health inequalities, the COVID-19 pandemic has disproportionately affected underserved populations, notably people of color, incarcerated and formerly incarcerated individuals, and those unable to physically distance themselves from others. However, people most strongly impacted by health disparities, and the pandemic, are not frequently engaged in research, either as researchers or as participants, resulting in slow progress toward improving health equity. Establishing ways to foster the engagement of historically excluded people is crucial to improving health equity through patient-centered health research. Objective This study aimed to assess the use of equity-centered design thinking (EDT) for engaging community members in research prioritization related to COVID-19. The co-design methods and subsequent production of a toolkit that can be used for engagement were assessed through process evaluation and qualitative methods. Methods Process evaluation and qualitative inquiry, using reflexive thematic analysis, were undertaken to examine the use of EDT. Patient community members and stakeholders remotely partnered with design and health researchers in a year-long digital process to cocreate capacity-building tools for setting agenda for research regarding the impact of COVID-19 on health outcomes. Through a series of 3 workshops, 5 community partners engaged in EDT activities to identify critical challenges for the health and well-being of their communities. The subsequent tools were tested with 10 health researchers who provided critical input over the course of 2 workshops. Interviews with co-designers, project materials, and feedback sessions were used in the process evaluation and finalization of an equity-centered toolkit for community engagement in research. Data from the co-design process, meetings, workshops, and interviews were analyzed using reflexive thematic analysis to identify salient themes. Results Process evaluation illustrated how the EDT co-design process offered an approach to engage patient partners and community stakeholders in health-related research around COVID-19. The participants expressed satisfaction with design thinking approaches, including creative activities and iterative co-design, as a means of working together. Thematic analysis identified 3 key themes: the value of authentic partnerships, building trust and empathy through design, and fostering candid dialogue around health and social issues impacting historically underrepresented and underinvested communities. Conclusions The project addressed the need to test EDT strategies for fostering inclusive community engagement in health research agenda setting and provided an alternative to traditional top-down models. Despite the increasing use of human-centered design in health, few projects explicitly include equity in design thinking approaches. The use of methods and tools to intentionally engage underrepresented stakeholders in the process of research agenda setting and equitably sharing power between researchers and community members may improve health research, ultimately improving health equity.}, journal={JMIR FORMATIVE RESEARCH}, author={Bazzano, Alessandra N. and Noel, Lesley-Ann and Patel, Tejal and Dominique, C. Chantel and Haywood, Catherine and Moore, Shenitta and Mantsios, Andrea and Davis, Patricia A.}, year={2023} }
 @article{amstel_gonzatto_noel_2023, title={Introduction to Diseña 22: Design, Oppression, and Liberation (2nd issue)}, url={https://doi.org/10.7764/disena.22.Intro}, DOI={10.7764/disena.22.Intro}, abstractNote={This special edition introduces eight papers at the intersec­tion of design, oppression, and liberation. These papers refer to social struc­ture as a common leverage point to criticize and transform different oppres­sion relations, namely racism, gender, marginalization, epistemic injustice, and colonization. The contributions follow recent moves in social movements and social sciences that recognize that tackling different oppression relations enables seeing oppressive structures more clearly. Nurturing solidarity bonds across different oppression struggles becomes an urgent task in this new field of research we call Oppression Studies of Design. Building upon anti-colonial views on oppression, this field connects design research with the history of changing social structures through liberation struggles.}, journal={Revista Diseña}, author={Amstel, Frederick M. C. and Gonzatto, Rodrigo Freese and Noel, Lesley-Ann}, year={2023} }
 @article{noel_ruiz_amstel_udoewa_verma_botchway_lodaya_agrawal_2023, title={Pluriversal Futures for Design Education}, volume={9}, ISSN={["2405-8718"]}, url={https://doi.org/10.1016/j.sheji.2023.04.002}, DOI={10.1016/j.sheji.2023.04.002}, abstractNote={The Future of Design Education working group on pluriversal design—with members from Latin America, the Caribbean, Africa, South and Southeastern Asia, North America, Oceania, and Europe—developed recommendations for higher education design curricula. The group addresses the dominance of a Eurocentric design canon and worldwide colonization by a twentieth-century design monoculture grounded in the concept of universal human experience. Curricular recommendations honor Indigenous worlds and place-based ways of being, and chime with anthropologist Arturo Escobar’s premise that every community practices the design of itself, through participatory processes that are independent of experts. The authors posit that rather than a Cartesian rationalist perspective, the group advocates a relational view of situations in which the design responses to interdependent natural, social, economic, and technical systems, are specific to places and cultures. The recommendations assert a pluriversal design imperative in which multiple worldviews thrive and diverse lived experiences inform the entire field, as well as individual projects.}, number={2}, journal={SHE JI-THE JOURNAL OF DESIGN ECONOMICS AND INNOVATION}, author={Noel, Lesley-Ann and Ruiz, Adolfo and Amstel, Frederick M. C. and Udoewa, Victor and Verma, Neeta and Botchway, Nii Kommey and Lodaya, Arvind and Agrawal, Shalini}, year={2023}, pages={179–196} }
 @article{noel_2023, title={Redesigning the field}, url={https://doi.org/10.12957/arcosdesign.2023.79288}, DOI={10.12957/arcosdesign.2023.79288}, abstractNote={This essay is written from the keynote speech delivered at the P&D conference in 2022. In this speech, Lesley-Ann Noel emphasizes how designers can use their practice to promote social change by sharing emancipatory research principles and examples from her own reseach and practice.}, journal={Arcos Design}, author={Noel, Lesley-Ann}, year={2023}, month={Oct} }
 @inproceedings{ader_taylor_storni_noel_2023, title={Teaching & Learning Positionality in HCI education: reflecting on our identities as educators and facilitating the discussion in the classroom}, url={https://doi.org/10.1145/3587399.3587400}, DOI={10.1145/3587399.3587400}, abstractNote={UX designers and practitioners acknowledge users’ different skills and try to address their needs to design better products and experiences. As HCI educators, we searched for tools to help our students to recognize that they might have different perspectives from the users they will be designing for, generating bias and assumptions in the design process. Positionality refers to the personal and social constructs that define our identity, shaping how we see and interpret the world around us, as well as the way the world sees and interprets us. Practicing positionality in HCI education is a meaningful way to reflect on our teaching approaches, our measures and expectations of students’ performance and engagement. For the students, learning about positionality and reflexivity can have an impact on their design work and research, raising awareness on relationships of power and subjectivity. During this Masterclass, we present tools and methods that can be used for teaching and learning (T&L) activities about positionality. We invite attendees to create their positionality statement and share their experience, facilitating a discussion about the challenges that are common both to T&L and interaction design, such as ethics, privacy, stereotypes and stigmatization.}, author={Ader, Lilian Genaro Motti and Taylor, Jennyfer L. and Storni, Cristiano and Noel, Lesley-Ann}, year={2023}, month={Apr} }
 @article{noel_2022, title={Designing New Futures for Design Education}, volume={7}, ISSN={["1754-7083"]}, url={https://doi.org/10.1080/17547075.2022.2105524}, DOI={10.1080/17547075.2022.2105524}, abstractNote={Abstract The design community has made several calls to re-imagine a design education for the future. Here I share a series of visual representations of guiding principles for design curricula that respond to these calls. These sketches were created over several years, exploring visually different objectives for design curricula. In doing the drawings, I wrestle with my own urge to break away from the Ulm-inspired design education of my youth. I created these drawings, often inspired by other images, over several years, as I reflected on design curricula inspired by different contexts: the needs of people in the Global South and of the most “vulnerable” countries (as defined by the United Nations); the pedagogical strategies of Freirean-inspired critical and empowering design education; design education methodologies that mean to promote twenty-first-century skills; design education practices inspired by Latin American decolonial scholars; and, finally, the complexities of pan-African identity. The article acknowledges other examples of decolonial design curricula. While none of the sketches is a complete curriculum, each invites other educators to challenge existing design education paradigms and create culturally relevant curricula for learners in their contexts.}, journal={DESIGN AND CULTURE}, author={Noel, Lesley-Ann}, year={2022}, month={Jul} }
 @article{amstel_noel_gonzatto_2022, title={Diseño, opresión y liberación}, url={http://dx.doi.org/10.7764/disena.21.intro}, DOI={10.7764/disena.21.intro}, abstractNote={El papel del diseño en la estructuración de la opre­sión ha sido en gran medida desconocido por la investigación y la historia del diseño. Sin embargo, podemos ver un movimiento reciente, impulsado por los movimientos sociales, que reconoce la complicidad del diseño con diversas formas de opresión. Reconocer el diseño opresivo abre la posibilidad de ocupar, reclamar, reparar y restaurar lo que los opresores han hecho con él. Algunos de los enfoques que hacen que la investiga­ción en diseño pase de la denuncia al anuncio de nuevas realidades. De no hacerlo, podría prevalecer el fatalismo, aun siendo crítico con la realidad actual. En el caso del diseño, esto sig­nifica dedicar el mismo esfuerzo a analizar los diseños opresivos que a desarrollar diseños liberadores. En sintonía con esta implicación, este número especial destaca las investigaciones que contribuyen tanto a agudizar la comprensión de la opresión en el diseño como a aumentar la solidaridad entre las distintas luchas por la libera­ción que atraviesan el diseño.}, number={21}, journal={Revista Diseña}, publisher={Pontificia Universidad Catolica de Chile}, author={Amstel, Frederick and Noel, Lesley-Ann and Gonzatto, Rodrigo Freese}, year={2022}, month={Sep} }
 @article{noel_2022, title={Dreaming Outside the Boxes that Hold Me In: Speculation and Design Thinking as Tools for Hope and Liberation against Oppression}, volume={26}, ISSN={["1027-6084"]}, DOI={10.6531/JFS.202203_26(3).0006}, number={3}, journal={JOURNAL OF FUTURES STUDIES}, author={Noel, Lesley-Ann}, year={2022}, month={Mar}, pages={70–82} }
 @article{bazzano_noel_patel_dominique_haywood_moore_mantsios_davis_2022, title={Improving the Engagement of Underrepresented People in Health Research Through Equity-Centered Design Thinking: Qualitative Study and Process Evaluation for the Development of the Grounding Health Research in Design Toolkit (Preprint)}, url={https://doi.org/10.2196/preprints.43101}, DOI={10.2196/preprints.43101}, abstractNote={<sec> <title>BACKGROUND</title> Health inequalities are rooted in historically unjust differences in economic opportunities, environment, access to health care services, and other social determinants. Owing to these health inequalities, the COVID-19 pandemic has disproportionately affected underserved populations, notably people of color, incarcerated and formerly incarcerated individuals, and those unable to physically distance themselves from others. However, people most strongly impacted by health disparities, and the pandemic, are not frequently engaged in research, either as researchers or as participants, resulting in slow progress toward improving health equity. Establishing ways to foster the engagement of historically excluded people is crucial to improving health equity through patient-centered health research. </sec> <sec> <title>OBJECTIVE</title> This study aimed to assess the use of equity-centered design thinking (EDT) for engaging community members in research prioritization related to COVID-19. The co-design methods and subsequent production of a toolkit that can be used for engagement were assessed through process evaluation and qualitative methods. </sec> <sec> <title>METHODS</title> Process evaluation and qualitative inquiry, using reflexive thematic analysis, were undertaken to examine the use of EDT. Patient community members and stakeholders remotely partnered with design and health researchers in a year-long digital process to cocreate capacity-building tools for setting agenda for research regarding the impact of COVID-19 on health outcomes. Through a series of 3 workshops, 5 community partners engaged in EDT activities to identify critical challenges for the health and well-being of their communities. The subsequent tools were tested with 10 health researchers who provided critical input over the course of 2 workshops. Interviews with co-designers, project materials, and feedback sessions were used in the process evaluation and finalization of an equity-centered toolkit for community engagement in research. Data from the co-design process, meetings, workshops, and interviews were analyzed using reflexive thematic analysis to identify salient themes. </sec> <sec> <title>RESULTS</title> Process evaluation illustrated how the EDT co-design process offered an approach to engage patient partners and community stakeholders in health-related research around COVID-19. The participants expressed satisfaction with design thinking approaches, including creative activities and iterative co-design, as a means of working together. Thematic analysis identified 3 key themes: the value of authentic partnerships, building trust and empathy through design, and fostering candid dialogue around health and social issues impacting historically underrepresented and underinvested communities. </sec> <sec> <title>CONCLUSIONS</title> The project addressed the need to test EDT strategies for fostering inclusive community engagement in health research agenda setting and provided an alternative to traditional top-down models. Despite the increasing use of human-centered design in health, few projects explicitly include equity in design thinking approaches. The use of methods and tools to intentionally engage underrepresented stakeholders in the process of research agenda setting and equitably sharing power between researchers and community members may improve health research, ultimately improving health equity. </sec>}, author={Bazzano, Alessandra N and Noel, Lesley-Ann and Patel, Tejal and Dominique, C Chantel and Haywood, Catherine and Moore, Shenitta and Mantsios, Andrea and Davis, Patricia A}, year={2022}, month={Sep} }
 @article{leitao_noel_2022, title={Special Forum: Designing a World of Many Centers}, volume={14}, ISSN={["1754-7083"]}, url={http://dx.doi.org/10.1080/17547075.2022.2110796}, DOI={10.1080/17547075.2022.2110796}, abstractNote={What is pluriversal design? For us, the co-convenors of the Pluriversal Design Special Interest Group (SIG) of the Design Research Society (DRS), it involves redesigning the terms and forms of interaction between different modes of being for mutual understanding and appreciation. A pluriverse is not a world of independent units but a world based on radical interdependence (Escobar 2020; Mignolo 2018). This special forum emerged from Pivot 2020, a virtual conference organized by the DRS Pluriversal Design SIG and the Phyllis M. Taylor Center for Social Innovation and Design Thinking at Tulane University. Three authors deepened their reflections on pluriversality and submitted new papers for this special forum. Two years ago, we launched a call for papers inviting design researchers to jointly reimagine a world of many centers. We intended to go beyond the critique of modernity and colonialism, encouraging people to consider a thought-provoking set of questions: What does a world of many centers look like? What is needed to create this reality? Who is needed to create this? How does it operate? In prompting authors to respond to our call, we Renata M. Leit~ ao is an Assistant Professor in the Department of Human Centered Design at Cornell University and an Adjunct Professor at OCAD University. rml273@cornell.edu}, number={3}, journal={DESIGN AND CULTURE}, publisher={Informa UK Limited}, author={Leitao, Renata M. and Noel, Lesley-Ann}, editor={Noel, Lesley-AnnEditor}, year={2022}, month={Sep}, pages={247–253} }
 @inproceedings{noel_2022, title={Where do we go from here? Rethinking the design studio after the Covid-19 pandemic}, url={http://dx.doi.org/10.21606/drs.2022.345}, DOI={10.21606/drs.2022.345}, abstractNote={Five design educators apply a reflective framework to discuss the who, what, when, where, and why of the Design Studio, how it has been impacted by the COVID-19 pandemic, and the future of design education at North American universities.The educators are dispersed geographically across Canada and the United States and teach in public higher education.They have a working and reflection group that has met weekly or bi-weekly for 18 months to discuss and write about their practice as design educators.They began meeting virtually in 2020, in the midst of the pandemic.This paper is a distillation of the group's experiences and their vision regarding the future of the design studio.}, booktitle={Proceedings of DRS}, publisher={Design Research Society}, author={Noel, Lesley-Ann}, year={2022}, month={Jun} }
 @inbook{noel_liu_rider_2021, title={Developing Thinking Skills in a 4th Grade Design Studio in Trinidad and Tobago}, url={https://doi.org/10.4018/978-1-7998-4993-3.ch002}, DOI={10.4018/978-1-7998-4993-3.ch002}, abstractNote={In this chapter, children from a 4th grade class at a rural primary school in Trinidad and Tobago participated in a three-week vacation camp with a curriculum based on design thinking. Design problems drawn from the lives of the children were used to stimulate deep thinking and engagement. The focus of the design problems allowed students to practice and build a variety of thinking abilities. They practiced both lateral thinking and vertical thinking at different parts of the design challenges. They applied critical thinking abilities of inquiry, analysis, inference, and argument. The students also practiced metacognition as they reflected on their design choices and decisions, and thought of strategies to be successful throughout the three weeks of the study. These results suggest that design-based education can play a role in developing critical thinking skills in an engaging way, even in an under-resourced context at elementary level.}, booktitle={Stagnancy Issues and Change Initiatives for Global Education in the Digital Age}, publisher={IGI Global}, author={Noel, Lesley-Ann and Liu, Tsai Lu and Rider, Traci Rose}, year={2021}, pages={15–39} }
 @inproceedings{noel_2021, title={Encountering development in social design education}, url={http://dx.doi.org/10.21606/drs_lxd2021.04.275}, DOI={10.21606/drs_lxd2021.04.275}, abstractNote={Design for social good is an area of design in which designers focus on social problems. One way of teaching this type of content is through classes with an international component that mimics an international development project, where students work as a consulting team for an organization in a developing country. However, this type of class sometimes replicates problematic structures in international development such as neocolonialism, the perception that knowledge comes from the Global North. This paper details a workshop that was created to disrupt the negative narratives in this kind of global social design project, such as the design saviour narrative, by introducing elements from critical pedagogy such as critical reflection, examining bias and positionality, introducing ethnographic techniques, and intentionally flipping the power dynamics of the collaboration. Over a two-weekend workshop, students at an American university collaborated with students at a university in the Caribbean. Instead of going through the entire design process, this short class focused on the tension and unfamiliar roles that the students played when the students from the Global South were tasked with identifying issues of their colleagues and other participants from the Global North. The American students expressed their discomfort at being 'studied' at several points during the two-session design workshop. This paper aims to help other educators create learning experiences where students examine their positionality, privilege, and biases, while also creating a space for them to practice humility and reflect on power dynamics in international design work in a very intentional way.}, booktitle={LearnxDesign 2021: Engaging with challenges in design education}, publisher={Design Research Society}, author={Noel, Lesley-Ann}, year={2021}, month={Sep} }
 @inproceedings{track 03: alternative problem framing in design education_2021, url={http://dx.doi.org/10.21606/drs_lxd2021.00.314}, DOI={10.21606/drs_lxd2021.00.314}, abstractNote={designers define issues they to focus on and make issues more focused and In design, and several other design designers use ‘pain points’ or points of the user to support problem framing, and to elucidate areas where they can intervene and the experience of the person they are designing for. Many design challenges start with a search for ‘pain points’ that designers can solve. This is a specific and useful type of problem frame. However this can lead to an excessive on even fetishization of) the pain and distress of other people. There is also a around who defines the and this track reflect a diverse range of approaches targeted for different age groups such as issue framing strategies for children, youth and for older people. The papers also demonstrate non-pain-centered approaches to problem framing such as methods focused around play, environmental education, critical reflection, sensory experiences and co-design, collectively they provide rich models and examples of ways in which design educators can shift from a focus on pain and deficits and towards alternative ways of framing issues in design.}, booktitle={LearnxDesign 2021: Engaging with challenges in design education}, publisher={Design Research Society}, year={2021}, month={Sep} }
 @inproceedings{jones_nielson_digranes_lotz_noel_börekc\ci_2020, title={DRS2020 Editorial: Design Pedagogy}, url={http://dx.doi.org/10.21606/drs.2020.123}, DOI={10.21606/drs.2020.123}, abstractNote={The number of DRS 2020 paper submissions relating to design education reflects the ongoing and active engagement of the design education research community. 2020 will, of course, be remembered for the Covid-19 pandemic and its impact on design education programs and colleagues around the world. The rapid shift to new and unfamiliar modes of delivery has been a challenge for teaching colleagues and design students and looks likely to have further longer-term impacts over the next years.}, booktitle={DRS2020: Synergy}, publisher={Design Research Society}, author={Jones, Derek and Nielson, Liv Meret and Digranes, Ingvild and Lotz, Nicole and Noel, Lesley-Ann and Börekc\ci, Naz A G Z}, year={2020}, month={Sep} }
 @inproceedings{drs2020 editorial: pluriversal design sig_2020, url={http://dx.doi.org/10.21606/drs.2020.106}, DOI={10.21606/drs.2020.106}, booktitle={DRS2020: Synergy}, publisher={Design Research Society}, year={2020}, month={Sep} }
 @inproceedings{envisioning a pluriversal design education_2020, url={http://dx.doi.org/10.21606/pluriversal.2020.021}, DOI={10.21606/pluriversal.2020.021}, abstractNote={Vestiges of the curricula at the Bauhaus and the Hochschule, Ulm, the former designed in the 1920s, and the latter created in the 1950s, can still be seen in design curricula around the world. These curricula focused on the craft of design and were very tied to large industrial economies. More traditional design curricula born out of the Bauhaus and Ulm, focused on graphic and product or industrial design. The design community has placed several calls to re-imagine a future design education. This contribution shares several sketches of design curricula driven by pluriversal issues, epistemologies and ontologies, and not created as a recreation of what already existed. These explorations were created, over several years, as responses to needs of people in the Caribbean and Latin America. One image looks at design education from people from most ‘vulnerable’ countries, using definitions by the United Nations. Another looks at empowering and liberatory design education, building on critical pedagogy principles of Freire and Shor. A third image looks at a design curriculum through a decolonial lens. A fourth image examines the skills that design education could foster. While a fifth image explores a design curriculum that celebrates a pan-African identity. While none of these sketches is a complete curriculum, each is an invitation to other educators to challenge existing paradigms of design education and to create relevant curriculum for diverse audiences. While these curricular experiments are built around the experiences of people from the Global South, these curricula, based by different epistemologies may also provide some insights into what might be missing from design curricula in the Global North.}, booktitle={Pivot 2020: Designing a World of Many Centers}, publisher={Design Research Society}, year={2020} }
 @inproceedings{noel_leitão_2018, title={Editorial: Not Just From the Centre}, url={http://dx.doi.org/10.21606/drs.2017.006}, DOI={10.21606/drs.2017.006}, abstractNote={There is a popular West African proverb that states that ‘until the lion has his or her own storyteller, the hunter will always have the best part of the story’. Much literature on design practice and education focuses on the experience of designers in Western Europe and in North America, which we can name The Centre. The focus on the centre would make it appear that there is little to no noteworthy design practice and thinking outside of these regions. Even when literature about design draws attention to design practice from outside of The Centre, these stories are often still written from the perspective of the West, and not from the perspective of the people who are being written about. For this track, therefore, we made a specific call to designers and educators outside of the ‘centre’ of Western culture, designers from Eastern Europe, Latin America, the Caribbean, Africa and Asia. We intended to create a platform for these designers to tell their own stories, share their work and to spark debate on how design practice and education are impacted by cultural and geographical context. We felt that a design conference called ‘Catalyst’ should not take place without a specific call to encourage discussions about design in ‘emerging countries’ and that these discussions should be led by research from designers from these places.}, booktitle={DRS2018: Catalyst}, publisher={Design Research Society}, author={Noel, Lesley-Ann and Leitão, Renata M}, year={2018}, month={Jun} }
 @inproceedings{promoting an emancipatory research paradigm in design education and practice_2016, url={http://dx.doi.org/10.21606/drs.2016.355}, DOI={10.21606/drs.2016.355}, abstractNote={Emancipatory research is a research perspective of producing knowledge that can be of benefit to disadvantaged people. It is an umbrella term that can include many streams of critical theory based research such as feminist, disability, race and gender theory. One of the key assumptions in emancipatory research is that there are multiple realities, and that research is not only created by the ‘dominant or elite researcher’. Given the development of branches of design research such as inclusive design, participatory design and design for social innovation, where the designer interacts with and designs with and for people who may be marginalized for reasons of race, gender, sexual orientation, disability, economic background etc., designers should be introduced to the concept of emancipatory research during their education, so that they will be able to recognise the impact of their own privilege on their practice and develop research interventions that are sensitive to this. This paper examines the aims and principles of emancipatory research, and uses guidelines on evaluating emancipatory research-based interventions, borrowing from disability studies, to analyse three interventions between designers from the ‘centre’ and artisans from the ‘periphery’, to assess whether these interventions can be considered emancipatory or not.}, booktitle={DRS2016: Future-Focused Thinking}, publisher={Design Research Society}, year={2016}, month={Jun} }
 @inproceedings{noel_liu_2016, title={Using Design Thinking to create a new education paradigm for elementary level children for higher student engagement and success}, url={http://dx.doi.org/10.21606/drs.2016.200}, DOI={10.21606/drs.2016.200}, abstractNote={Can design education have a positive impact on primary school education beyond merely preparing designers? As designers, we know almost intuitively that design education is ‘good education’, and most designers would affirm that it would be beneficial to expose children to design education, because of the benefits of the signature pedagogies of design, such as problem-based learning, human centred creativity and iterations of prototyping and testing.   This paper seeks to review and synthesize existing literature and make preliminary analyses, which will support the development of design thinking education interventions at primary school level, which could lead to a paradigm shift in education at this level. While it has been widely demonstrated that design education can play a successful role in supporting traditional education models in the delivery of skills such as math and language arts, this paper seeks to demonstrate that in addition to meeting traditional education demands, design thinking principles in children’s education, such as empathy, collaboration and facilitation, human-centeredness, and creativity by iterations of prototyping and testing, will provide a sound base for children not only seeking to enter a design profession in the future but moving into any profession in the future and will lead to higher engagement at school and greater success in life.}, booktitle={DRS2016: Future-Focused Thinking}, publisher={Design Research Society}, author={Noel, Lesley-Ann and Liu, Tsai Lu}, year={2016}, month={Jun} }