Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/5904
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dc.contributor.authorYiannakaris, Laskarina-
dc.contributor.authorM'Rithaa, Mugendi K.-
dc.date.accessioned2017-07-17T12:19:32Z-
dc.date.available2017-07-17T12:19:32Z-
dc.date.issued2016-
dc.identifier.issn1020-1497-
dc.identifier.urihttp://hdl.handle.net/11189/5904-
dc.description.abstractIn this article, the authors discuss the key findings from a study that investigated the level of awareness of, and engagement with Design for Sustainability (DfS) among three categories of actors within the Cape Town communication design fraternity: design educators, design students and design professionals. It focuses specifically on the degree of application of DfS within three selected Higher Education Institutions (HEIs) in Cape Town. A major gap in the teaching and practice of DfS was identified; these were the result of several tensions that existed within the academic space. The authors unpack these tensions and explore possible ways to enrich the education around DfS in order to build a community of change agents who are responsive to the environmental, sociocultural and economic impacts of their work. They showcase practical examples of how local designers have addressed sustainability issues positively through their design solutions, as well as highlight how communication designers can address the United Nations’s Sustainable Development Goals (SDGs).en_US
dc.language.isoenen_US
dc.publisherImage & Texten_US
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/-
dc.subjectBehavioural changeen_US
dc.subjectCommunication designen_US
dc.subjectDesign educationen_US
dc.subjectDesign for Sustainabilityen_US
dc.subjectSustainable lifestylesen_US
dc.subjectSustainable Development Goals (SDGs)en_US
dc.titleDesign for Sustainability in Higher Education Institutions: towards a more responsive curriculum in Cape Townen_US
dc.type.patentArticleen_US
Appears in Collections:Edu - Journal Articles (DHET subsidised)
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