Please use this identifier to cite or link to this item: http://hdl.handle.net/11189/5533
DC FieldValueLanguage
dc.contributor.authorDu Preez, Vikki-
dc.contributor.authorCilliers, Ryna-
dc.contributor.authorMiettinen, Satu-
dc.contributor.authorChueng-Nainby, Priscilla-
dc.date.accessioned2017-03-27T08:37:57Z-
dc.date.available2017-03-27T08:37:57Z-
dc.date.issued2015-
dc.identifier.citationDu Preez, V., Cilliers, R., Miettinen, S. & Chueng-Nainby, P. 2015. Exploring context and building empathy with the youth in Southern Africa. Design Ecologies, 6:1-10.en_US
dc.identifier.issn1604-9705-
dc.identifier.urihttp://www.nordes.org/opj/index.php/n13/article/download/407/384.-
dc.identifier.urihttp://hdl.handle.net/11189/5533-
dc.description.abstractThis paper explores the use of a collective imagery framework, as part of a participatory design workshop, facilitated by the My Dream World project in Namibia. The workshop focused on issues relating to youth unemployment in Southern Africa. The collective imagery framework, discussed in this paper, was the first phase of the participatory workshop. The framework aimed to externalise individual creative imagery, in order to create a safe, creative space for participants to explore their own perceptions regarding youth context and unemployment, as well as those of others. This paper documents the context, process, and participant experience, and aims to identify outcomes as well as factors that contribute to, or challenges empathetic interactions and storytelling within participatory design practices.en_US
dc.language.isoenen_US
dc.publisherNordesen_US
dc.relation.ispartofseries;No 6-
dc.rights.urihttp://creativecommons.org/licenses/by-nc-sa/3.0/za/en
dc.subjectYouth -- Employment -- Africa, Southernen_US
dc.subjectYouth -- Africa, Southern -- Social conditionsen_US
dc.subjectUnemployed youth -- Africa, Southernen_US
dc.titleExploring context and building empathy with the youth in Southern Africaen_US
dc.type.patentOtheren_US
Appears in Collections:Design - Conference Papers
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