ABSTRACT
Today, a certain tradition in the history of design is becoming more evident in design practice and theory. With the diffusion and adoption of methodologies pioneered by designers to new professions, design itself is also changing. In the midst of this transformation, designers have found new roles in divergent disciplines, where designing with and not for has become the new axiom for practice—combining expert and tacit knowledge and participation as method. In this context professional and disciplinary boundaries are being blurred and the process of design is becoming more open and inclusive. However, despite the optimism and good will, inclusiveness in design is not free of complications. This chapter sheds light on the work of design educators who are experimenting and codifying educational strategies in light of these transformations and generative hurdles. In the examples that follow readers will have the chance to explore these changes as they relate to design for the public interest.
