Include 2009 edition:5 location:London date:5-8 April 2009
In addressing inclusive approaches in design education, the study reported on in this paper aims to understand whether and how design students are trained in focusing their interests on the people they design for. To this end, we explore how design students perceive and refer to ‘the other’ while designing. Two ethnographic studies provide insight into how ‘the other’ is characterised and defined, and how students talk about and address other people during design. The findings reveal challenges involved in students’ encounters with others and, as such, may further inform discussions about (learning to) design for those with needs beyond the normative.