https://www.bloomsbury.com/uk/textile-design-theory-in-the-making-9781350061583/
Braiding Sweetgrass by Robin Wall Kimmerer and Textile Design Theory in the Making by Elaine Igoe share several parallels, including the following:
While reading and writing about Braiding Sweetgrass by Robin Wall Kimmerer and Escobar’s design for the pluriverse – I have been reading and talking with Elaine Igoe’s Textile Design Theory in the Making, although Theory in the making covers more topics i saw some key parallels between the 3 books:
Interconnectedness: all texts consider the interconnectedness of all living things. Braiding sweetgrass disscusses “the Honorable Harvest”;only taking what is needed from nature and giving back in return, there is an interconnectedness that cannot be avoided in farming and production – this is embedded in the materiality of the object. Similarly, theory in the making explores how textile design is inherently intertwined with culture, politics, and the environment.
Sustainability: Sweetgrass and Escobar talks of indigenous knowledge and practices that are sustainable by design and globally just = theory in the making using biomaterials, slow eco-friendly materials and process.
Creativity and tradition: celebration of innovation and new ways of working inspired by past wisdom. Theory in the making explores how textile designers can experiment with new materials and techniques to create innovative design, building on existing knowlegde – similar to sweetgrass ideas of knowledge exchange . is good design school a celebration of creativity and wisdom
These books have resonated with me because of their deep respect for the natural world and their emphasize the importance of sustainable practices in all aspects of life/ design .
the ideas presented in sweetgras, theory in the making and design for pluriverse support some teaching pedagogies:
Experiential learning: learning through doing. learning through experience and direct engagement with the natural world. This approach supports pedagogies that prioritize hands-on, active learning, such as experiential learning, project-based learning,
Place-based learning: context is important – learning in context and recognizing the unique characteristics of a particular place. supports pedagogies that prioritize place-based learning – place-based education, community-based learning.
Culturally responsive teaching: culture, history, and the natural world are intersectional – important to recognise/ valuing diverse perspectives and knowledge systems. connected pedagogies that prioritize culturally responsive teaching, such as culturally responsive pedagogy and critical multicultural education. This links to Pedagogies of the oppressed – promoting cutural justice
Sustainable education: practices that promote environmental stewardship, passing on knowledge and a healthy environment for all beings. sustainable development and environmental education.
Links to ual’s climate action plan and principles to climate and social justice https://www.arts.ac.uk/about-ual/climate-action-plan https://www.arts.ac.uk/__data/assets/pdf_file/0028/374149/principles-for-climate-racial-and-social-justice.pdf
I see these principle play out in funding for sustainable projects in course – swap shop, climate revolution, natural dye garden, we love linen project,