Applying Intersectional theory in design as a practice of raising awareness in design education

This paper examines the integration of intersectionality theory into design education to foster critical awareness. Intersectionality, which acknowledges the interconnectedness of multiple identities and systemic oppressions, challenges traditional design paradigms that often perpetuate biases and exclusion. This research aims to prioritise inclusive design, focusing on its integration into meta-design. In this context, "meta-design" indicates a methodological approach to reframing design briefs (problem-framing). Research on problem-framing, which directly influences decision-making, often incorporates biases that lead to superficial efforts to address inclusivity. It is imperative to address awareness, power dynamics and prejudices at the beginning of the design process to mitigate them. The paper is founded on three core concepts: meta-design, inclusive design, and intersectionality. The research objective was to evaluate the potential benefits and challenges of applying intersectionality theory to design practice. The findings from the didactic experience, involving 42 master's students in Product Design, together with insights from the literature, highlighted key benefits and challenges in applying intersectionality to design practices. The research demonstrates that integrating intersectionality theory with meta-design offers a transformative opportunity to rethink traditional design practices and outcomes, and that educators can empower students with the tools and perspectives necessary to tackle complex societal issues. This paper lays the groundwork for future research on the meaningful application of intersectionality in design practices, providing novel approaches to developing socially responsible design.