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In postsocialist Potsdam, religious diversity has risen surprisingly in public life since 1990 although more than 80% of the residents have no religious affiliation. City and state authorities have actively embraced issues around immigration and integration as well as the promotion of religious diversity and interreligious dialogue and have linked this to the agenda of rejuvenating the city’s religious heritage. For years, negotiations have been going on about the need of a mosque, the reconstructions of a synagogue and the so-called “Garrison Church,” a landmark military church building. These initiatives have been dominating the public space for different reasons. They implied, beyond religion, questions of memory, identity, immigration, and culture. This article puts these three cases into perspective to offer a nuanced understanding of the importance of religious spaces in secular contexts considering city politics.
The demand for learning Design Thinking (DT) as a path towards acquiring 21st-century skills has increased globally in the last decade. Because DT education originated in the Silicon Valley context of the d.school at Stanford, it is important to evaluate how the teaching of the methodology adapts to different cultural contexts.The thesis explores the impact of the socio-cultural context on DT education.
DT institutes in Cape Town, South Africa and Kuala Lumpur, Malaysia, were visited to observe their programs and conduct 22 semistructured interviews with local educators regarding their adaption strategies. Grounded theory methodology was used to develop a model of Socio-Cultural Adaptation of Design Thinking Education that maps these strategies onto five dimensions: Planning, Process, People, Place, and Presentation. Based on this model, a list of recommendations is provided to help DT educators and practitioners in designing and delivering culturally inclusive DT education.