Locating critical design literacy in pupils’ submissions
The empirical material consists of 32 submissions and the definition above turns the lens to what changes the pupils voice, what kind of features they suggest for the shared-living facilities in the ecovillage and to the words the pupils use to explain and justify their concept. I move between different modes of practices as I work both as a teacher in lower secondary education and as a professor at the university. In this study, the role as a teacher serves as a ‘mediating component’ (Dunin-Woyseth & Nilsson, 2012, p. 3) between the field of academia and the field of general education to advance our understanding of how pupils might demonstrate critical design literacy.