Exploring practices of critical design literacy. A comparative study of two lower secondary school design project

We have destabilized nature by design. The Anthropocene epoch requires a fundamental redirection of the purpose of design and design education. This empirical review explores two design projects—Repair and Ecovillage—at the level of lower secondary education in Norway. The review examines ways in which pupils are challenged to question, rethink and transform unsustainable practices of everyday living. A methodological framework consisting of four narratives is used to identify design skills and discuss the potential empowerment of critical design literacy. In the Repair project, pupils’ question practices of the fashion industry and responsible consumption while they design kits for mending clothes. The Ecovillage project challenges pupils to explore how architecture can lower carbon footprint and enable shared-living. The Repair project empowers the pupils to transform unsustainable practices present in the roles of consumers. The Ecovillage project asks pupils to claim a role as redirective designers and discern the possibilities of architecture to nudge change in our modes of being in this world