(Internal Distribution)
Writing and edition by Anne Gaines, Michele Kahane, and Isabelle Groenewegen.
Design by Paola Machuca. Front cover image from The New School photography repository.
First digital edition 2025.
The New School Parsons School of Design CareLab 66 5th Ave New York, NY 10011
carelab@newschool.edu www. parsons.edu/carelab
The Pedagogy of are project is a response to the complexities of teaching in a time of significant global and local disruptions. Globally and nationally we are confronted by health and climate crises, socio-economic and political polarization, human rights abuses and devastating war and human loss. A common element across these crises is the deprioritization of care for others and the environment.
These broader crises have significantly impacted higher education and challenge educators to wrestle with the responsibility of preparing students for the future. n Pedagogy of are, a project of Parsons arelab, our overarching questions are
f students are to be the builders of more inclusive, resilient and caring communities and organizations, what are the mindsets and capacities they need and what pedagogies will support their development?
How can design, media & art be tapped to imagine and realize new futures (practices and infrastructures) of care?
We believe design and other intersecting creative disciplines can uniquely contribute to envisioning and creating a future of care in communities, organizations and broader eco-systems. But to achieve it, we must reflect on how we integrate a care lens and practice into design education.
ombining insights from our teaching and research, this paper summarizes insights from interviews of faculty and staff at The New School and two convenings about the Pedagogy of are. n this report we explore:
The Evolving ontext of Education at Parsons are entered Design Mindsets and apacities Principles and Methods for a Pedagogy of are in Design.
This research was supported by a Faculty Research Grant from The New School’s Provost Office. The Peda o y of Care project is part of a lar er initiative called Carelab which seeks to identify, curate and develop resources and tools that can be used by a ran e of practitioners and educators to critically, collaboratively and creatively center care, individual and collective wellbein , mutualism and inclusion in communities and or anizations.
We thank the followin individuals who participated in the research and also attended two convenin s since the inception of this work.
Lorenley Baez, Associate Provost, Office of Equity and Belon in Rita Breidenbach, Associate Provost of Faculty Developmen
Juanli Carrion, Assistant Professor of Desi n Strate ies, School of Desi n Strate ie Co er Chri ian, Associate Professor Interior Desi n and Dean of Constructed Environment
Sharon Counts, Assistant Professor of Business and Desi n Strate ies, School of Desi n Strate ie
Anne Gaines, Associate Professor of Contemporary Art Practice, School of Art, Media and Technolo y Paul Joh (PJ) Gorre, Director, Curricular Affairs and Implementation, Executive Dean's Office, Parsons School of Desi
Marisa Jahn, Assistant Professor of Desi n Strate ies, School of Desi n Strate ie
Michele Kahane, Professor of Professional Practice, Mana ement and Social Innovation and Director, MS Strate ic Desi n and Mana ement, School of Desi n Strate ie atrin Morgan, Assistant Professor of Illustration, School of Art, Media and Technolo y
YuJune Park, Associate Professor of Communication Desi n, School of Art, Media and Technolo y
Ayodamola Tanimowo Okunseinde, Assistant Professor of Interaction Desi n and Media Desi n, School of Art, Media and Technolo y
Jennifer Rittner, Assistant Professor of Strate ic Desi n and Mana ement, School of Desi n Strate ie
Tracy Robin, Associate Provost, Student Health Service
Tamara Oyola Santiago, Director of Public Health Services, Student Health Service
Jessica Walker, Associate Professor of Inte rated Desi n, School of Desi n Strate ie Evren Uzer, Associate Professor of Urban Plannin , School of Desi n Strate ies.
The Pedagogy of Care project is a response to t he complexities of teaching in a time of significant global and local disruptions. Globally and nationally we are confronted by healt h and climate
crises, socio-economic and political polarization, human rights abuses and devastating war and human loss. A common element across t hese crises is t he deprioritization of care for ot hers and t he environment.
These broader crises have significant ly impacted higher education and challenge educators to wrest le wit h t he responsibility of preparing
students for t he future. In t he Pedagogy of Care project, our overarching question is: What are t he mindsets and capacities t hat designers need to create futures of care and what pedagogies can suppor t t heir development?
We believe design and ot her intersecting creative disciplines can uniquely contribute to envisioning and creating a future of care in communities, organizations and broader eco-systems. But to
achieve it, we must reflect on how we integrate a care lens and practice into design education.
Care is necessarily a nuanced and constant ly evolving term. We share some perspectives from scholars and t hought leaders t hat may be helpful in defining care and considering care in design:
“If we teach today’s students as we taught yesterday, we rob them of tomorrow.”
John Dewey, Co-founder, The New School (1919)
“We have inherited a large house, a great "world house" in which we have to live together-- black and white, Easterner and Westerner, Gentile and Jew, Catholic and Protestant, Muslim and Hindu-- a family unduly separated in ideas, culture and interest, who, because we can never again live apart, must learn somehow to live with each other in peace.”
“Care is a specific activity that includes everything that we do to maintain, continue, and repair our 'world' so that we can live in it as well as possible. That world includes our bodies, our selves, and our environment.”
Source: Joan C. Tronto and Berenice Fisher, “Toward a Feminist Theory of Caring,” in Circles of Care (Albany, NY: SUNY Press, 1990)
“We believe care should be seen as a social capacity and activity involving the nurturing of all that is necessary for the welfare and flourishing of life. This means understanding our own vulnerabilities, and above all recognizing and embracing our interdependencies.”
Cherrypye and Nina Paim, Futuress, September 10, 2021
“Design practices that center care focus on key elements such as active listening, dismantling power hierarchies, building trust, healing trauma, and recognizing the interconnectedness of all beings.” Where Do We Go from Here: Chaos or Community? by Martin Luther King, Jr. (1968)
Source: Place, A. (2022) Design as a practice of care: Feminist perspectives on preventing harm and promoting healing t hrough design, in Lockton, D., Lenzi, S., Hekker t, P., Oak, A., Sádaba, J., Lloyd, P. (eds.), DRS2022: Bilbao, 25 June 3 July, Bilbao, Spain.
“Everything we want to change in the world around us also exists right here in our bodies. We carry the histories of our people’s trauma and our individual struggles. They are there both strengthening us with what they have taught us and also holding us back as our fears, anxieties, and survival strategies keep us away from the things that could most support our liberation.”
Source: Susan Raffo and Cara Page, Healing Ju tice at The US Social Forum, 2013.
During he summer of 2024, seven een facul y and adminis ra ors (see appendix for lis of par icipan s) from The New School were in erviewed o explore our overarching ues ions:
If s uden s are o be he builders of more inclusive, resilien and caring communi ies and organiza ions, wha are he mindse s and capaci ies hey need and wha pedagogies will suppor heir developmen ?
How can design, media & ar be apped o imagine and realize new fu ures (prac ices and infras ruc ures) of care, ou side and inside of The New School?
This documen summarizes he insigh s from hese in erviews, and can serve as a jumping off poin for fur her dialogue abou he Pedagogy of Care when we mee on Augus 23: The Universi y Con ex Key Principle
Mindse s and Capaci ie Pedagogical Me hod
Teaching and Learning S ra egies
Facul y Prac ice
Resources
We hope we have cap ured he essence of wha was generously shared wi h us.
The hemes below have been ouched upon by more han one par icipan and reveal some of he challenges in and oppor uni ies for embedding care wi hin he New School communi y.
and Wellness in Education
There are significan heal h and wellness challenges faced by s uden s, par icularly hose groups radi ionally underrepresen ed in higher educa ion. The pandemic has exacerba ed feelings of loneliness and disconnec ion among s uden s, who increasingly rely on echnology for social in erac ion. New School specific da a from he 2023 Na ional College Heal h Assessmen (NCHA) can be found in his pr s ntation.
I s been no ed ha he curren genera ion of s uden s, especially incoming firs year s uden s, have lower ra es of a endance and par icipa ion in class. The legacy of remo e learning has implica ions for individual s uden s men al heal h and he sense of communi y wi hin he universi y and underlines he need o suppor s uden s ransi ioning from high school o college
Systemic Racism
There is a growing consciousness among s uden s abou sys emic racism and iden i y based rauma, influenced by movemen s like Black Lives Ma er. This awareness is leading o more discussions abou racial rauma and marginaliza ion, highligh ing he need for universi y based suppor sys ems o ensure inclusive prac ices and involving raining of our en ire communi y.
Robus , iden i y affirming suppor services and he crea ion of an inclusive environmen ha fos ers belonging, hriving and well being is necessary in he classroom and wi hin he ins i u ion a larg
International Student Perspectives
In erna ional s uden s represen a significan minori y of he New School communi y ye hey are no ade ua ely accoun ed for in he US cen ric approach o social jus ice issues.I is sugges ed ha a more global and inclusive framework in e ui y work would be helpful.
The pol riz tion within the university community, p rticul rly in response to the Middle E st crisis nd f culty strikes, h s led to l ck of me ningful di logue nd incre sed tensions mong different groups within the university There is need for deeper listening, mutu l underst nding, trust building nd opportunities for st keholders to be consensus builders
The university is me nt to be pl ce where minds, ide s nd knowledge c n freely be sh red nd grow Tod y, we re seeing silencing of plur l thought nd the e p nsion of bin ry thinking L st ye r, some felt sense of either not being c red for or not feeling like there's sp ce for them Some felt there w s n intoler nce for cert in perspectives In democr tic society, students must be ble to recognize nd rticul te multiple perspectives nd, more bro dly, c demic freedom needs to be supported so th t ll views c n be sh red respectfully F culty nd dministr tors pl y cruci l role building supports nd modeling beh viors to promote nd en ble plur l views nd open-mindedness
The university h s import nt initi tives within the Provost Office focused on student success nd f culty development nd in c demic progr ms nd in centers th t rel te to wide r nge of c re-rel ted issues (for e mple, the Office of Equity nd Belonging, Student He lth Services, Institute for Tr nsform tive Mentoring, C rel b, etc ) The success nd e p nsion of these progr ms will require ongoing support There is interest within colleges to pivot to n c demic led ppro ch th t is driven through college nd school b sed str tegic pl n, which includes ll the support needs (IT, M king, He lth, etc ) nd hiring pl ns (f culty nd dministr tion)
tut nal Res urces and Supp rt
The dministr tors, st ff nd f culty who re ctively working on cre ting culture of c re within the university nd in the cl ssroom need more support More gener lly, f culty nd st ff cross the university re stretched thin nd feel often underv lued For e mple, the Office of Equity nd Belonging h s only one st ff member
In c demic settings like P rsons, where there is widespre d pplic tion of communityeng ged le rning, the l bor of f culty nd community p rtners nd members is underv lued Design educ tion must robustly support these eng gements nd invest in the continuity of these e tern l p rtnerships
Challenges f mplement ng Change
Implementing nd sust ining ch nge within ny kind of org niz tion c n be ch llenging There is need for both individu l commitment nd institution l support to ddress issues like soci l justice, student well-being, nd community eng gement t The New School effectively.
Key Principles
Below re some principles for how we might evolve design processes nd design educ tion to integr te the lens of c re in both te ching nd pr ctice
Reflective and Ethical Practice - An ethics of c re in design emph sizes the responsibility of designers tow rds the well-being of individu ls nd communities ffected by their work It includes underst nding the soci l nd psychologic l imp cts of design decisions nd prioritizing the needs of vulner ble popul tions It is essenti l to encour ge students to think critic lly bout the implic tions of their design choices, including the ethic l dimensions of l bor, m teri l use, nd community imp ct
Preparing oneself and design teams for the design process - Ultimately desi nin ith care is about relatin and relationships - ith oneself, others and one's environment The university context broadly speakin and the curricular space ( hether in the classroom or in communities e en a e ith can be spaces for learnin ho to relate in roups, across differences, and in difficult times Self understandin is the foundation for en a in in interpersonal and inter roup relationships that are based on trust, respect, appreciation, and openness
Maintenance, Repair, and SustainabilityCare in desi n extends beyond the creation of “ne shiny ob ects,” ne products or spaces need to include the maintenance, repair, and sustainable lifecycle mana ement of these creations Desi n needs to shift a ay from purely extractive practices to ards a more holistic vie that considers the impacts and responsibilities associated ith desi n ork
uilding Community - To build community at the university, trust buildin ithin both the student body and the faculty is essential There is a need to create spaces for open dialo ue, mutual support and respect, and the development of a shared understandin and common lan ua e around core values like care, inclusivity, and ustice
Interdisciplinary and ransdisciplinary Approaches - The necessity of crossin disciplinary boundaries to address complex social issues includes incorporatin insi hts from various fields, such as social sciences, to create a more comprehensive and empathetic desi n process
Whole Person Approach - Students learn best and can be most creative hen they are seen and supported as hole For example, one can not be creative if one does not feel safe and healthy
Gl bal Perspective - Students come from such varied cultural back rounds ith varied cultural norms Many students have intentions to take their learnin and experience here back to their home countries to affect chan e in their home countries As such, it should also be our responsibility as educators to help students translate their learnin to the contexts from hich they come.
Mindsets / apa ities
Education can contribute to the development of specific mindsets and capacities Mindsets are the attitudes of a person or roup concernin culture, values, philosophy, frame of mind, outlook, and disposition Capacities include kno led e, skills, ability and ill.
Open and Curious
Cultivatin an open and curious mindset in students is essential for learnin This involves bein open to different perspectives, illin to en a e in uncomfortable conversations, and practicin empathy and compassion Faculty need to model these behaviors and create learnin environments that enable deep inquiry into complex issues and the university needs to create conditions that support pluralism.
Appreciation and Pluralism
If one is committed to carin for others in your community there needs to be space for plural perspectives An essential role of educators is to create learnin environments that feel safe to allo for the diversity of thou ht and opinion to be heard and held, even if e don't a ree ith each other.
Empathy and Compassion
Desi nin ith empathy means desi nin ith a deep consideration for the physical, emotional, and social ell-bein of other human bein s, promotin inclusivity and accessibility Empathy is characterized by an a areness of other people's emotional experiences and an attempt to feel those same emotions from their perspective
A care-centered desi n practice must o beyond empathy and reflect compassion, characterized by the desire to take action and transform
Metacognition
Metacognition is the ability to understand one's way of thinking. It is an essential component of active learning that enables growth and change. Self-understanding is the foundation for engaging in interpersonal and intergroup relationships that are based on trust, respect, appreciation, and openness. A focus on selfunderstanding should be woven continually and iteratively into our curriculum across different programs
Intersectional Global Understanding
Understanding both our unique identities and our intersectionalities is essential. Somebody from India, another person from New York and another from Canada might have some very similar experiences. Finding those areas of similarity can help bridge differences and create the opportunity for deep, open and authentic learning, relationships and community.
Mutualism
Thriving in today's world requires us to understand and embrace our interdependence. Design practice in process and outcome needs to focus on this interdependence and mutualism. Designing for care is as essential as designing with care. For example, there is a huge care gap in society, and there's not enough hands to go around to care for our loved ones.
Equitable Community-Engagement
Pedagogy that involves engagement with community partners must be based on care principles of reciprocity and equity. This requires attention to a design process that includes community agreements, feedback loops and commitment to equitable outcomes between community and university partners.
pedagogical methods
Below are pedagogies shared by participants in considering how we can develop the above mindsets and capacities and address strengthen the learning environment for students at The New School.
Social Contracts and Community agreements
There is a need to foster a supportive environment where all members of the academic community feel respected, valued, and cared for. This includes addressing feelings of neglect and ensuring that actions align with words to build trust.
We need to establish a "social contract" in the university and classrooms to cultivate an environment where students feel responsible not only for their own learning but also for the well-being and learning of their peers.
Community agreements can support the fostering of a culture of care. Community agreements encourage mutual respect, accountability, and understanding among students and between students and faculty.
Learning environments that enable well-being
Recognizing the heightened emotional and psychological needs of students postpandemic and amid social tensions, there is a call for strategies to support students' mental health and help them navigate these challenging times. We can’t simply name a space safe, it must be created. Trust building and belonging are key to building a safe space in which to learn. There are diverse ways this can be done (further elaborated in the Teaching Strategies section below)
A "pedagogy of care" requires educational environments that are caring, inclusive, and supportive of all students, particularly those from marginalized communities. This involves fostering a sense of belonging and addressing the holistic needs of students, including mental health and identity affirmation
Dialogue
Both faculty and students would benefit from communicating with those that have seemingly opposing views as well as taking on viewpoints that diverge from their own.
Learning Environments that Foster E perimentation
Learning environments where students can embrace uncertainty and develop both technical skills and empathetic mindsets. Such environments are intentional in fostering creativity, curiosity, and risk-taking.
Inclusive Education
There i a eed to de ig educatio al e viro me t , curriculum a d pedagogie that are i clu ive of all tude t , regardle of their abilitie or backgrou d a d that addre hidde bia e that perpetuate y temic i ue For e ample, thi i clude e uri g accommodatio for people ith di abilitie ithout forci g di clo ure a d creati g cour e that ork for variou ability level
Student Evaluation Methods
e eed a developme tal approach to ard educatio a d a e me t e hould evaluate i dicator of mi d et gro th rather tha olely relyi g o a ig me t that evaluate “k o i g
aculty Evaluation Methods
Co ti ual feedback loop are eeded to gather tude t feedback a d improve teachi g The e tool help create a dialogue bet ee tude t a d i tructor , e uri g that the lear i g e viro me t remai re po ive a d upportive
Empowering Students and Building Community
Stude t eed to develop a e e of re po ibility to ard each other a d their lear i g To achieve thi , lear i g e viro me t eed to be le hierarchical a d more collaborative, here tude t feel empo ered a d actively co tribute to the lear i g proce Strategie to achieve thi i clude co ti ual elf-a e me t a d feedback loop for both tude t a d faculty a d hared goal etti g
Deep and Appreciative Inquiry
Care i embedded i the illi g e to tick ith the i quiry, a d ot ju t to get to a olutio that e d up creati g more Tra di cipli ary lear i g e viro me t are eeded that prioritize deep i quiry over immediate olutio The e e viro me t hould upport tude t to e plore comple que tio a d develop critical thi ki g kill , rather tha bei g pu hed to ard defi itive a er a d project completio Di ti ct pace for dialectical thi ki g a d tudio practice allo tude t to e gage deeply ith theoretical que tio hile al o applyi g their lear i g i practical etti g
Vulnera ility and Personal Disclosure in Education
Vul erability i the cla room ca co tribute to lear i g by buildi g tru t; ho ever, care mu t be take i regard to the e pectatio for tude t to hare per o al e perie ce Safe a d re pectful e viro me t e able tude t to e gage ithout feeli g pre ured to reveal per o al a pect of their ide tity
Community Engagement and Real-World Application
Buildi g lo g-term part er hip ith commu ity orga izatio to give tude t realorld e perie ce ca deepe their u der ta di g of ocial i ue a d e ha ce their practical kill
Ho ever, commu ity e gageme t hould be de ig ed to be ge ui e collaboratio a d hared deci io -maki g ith commu itie To make commu itie active participa t i the de ig proce require buildi g tru t, e uri g tra pare cy, a d creati g mutually be eficial relatio hip ith commu ity part er Mea i gful relatio hip ith commu ity part er i de ig project i volve e te ive preparatory ork a d time, clear commu icatio a d agreeme t , a d a empha i o mutual lear i g a d be efit
Em odied Practices and Mindfulness
Embeddi g embodied practice , uch a meditatio a d yoga, i to the cla room may improve tude t ’ e e of grou ded e a d pre e ce Mi dful e a d co templative e gageme t ca be u ed to orie t tude t to ard te ard hip i ge eral, hether that' ecological or huma te ard hip, but e touch o ome thi g like de ig a d creativity a d o ho tude t ca fi d e ay to have origi ality i their creative pur uit by ju t bei g ob erva t Co templative e gageme t a d u der ta di g o e' i er la d cape, ca be u ed to i form ho you approach de ig a d co tribute to creativity
Adaptive Curriculum and Teac ing
Attai i g bala ce bet ee academic rigor a d offeri g fle ibility to accommodate tude t ' diver e eed a d circum ta ce i e e tial for creati g lear i g e perie ce that are i clu ive a d deep Thi require a agility
among facu ty to be adapt ve. It a so requ res facu ty estab sh ng expectat ons w th students and adm n strators about the need for an adapt ve earn ng env ronment.
teaching & learning strategies
Creative Pedagogical Approaches
Making, Hands-On Learning and Physical Engagement
Role of Faculty Faculty evelopment
To avigate political a d social te sio s withi the educatio al e viro me t, it is importa t to facilitate ope , respectful dialogue a d avoid polarized sta ces that ca stifle lear i g a d i quiry
The use of games, role-playing, and physical (embodied) activities to engage students in learning can help make abstract concepts more tangible, foster deeper understanding, and encourage collaborative problem-solving and empathy-building. The use of non-traditional, creative methods such as art, theater, storytelling and communal activities can enhance engagement and learning both in academic and community settings.
For example, bringing food to class can build community and connection. Theater techniques like improvisation can enhance communication and teamwork skills. Integration of art and other forms of creative expression are important in fostering a sense of self and community among students. Such methods can also improve student engagement in respect to class participation and attendance.
Making, Hands-On Learning and Physical Engagement - In design education making should be viewed not just as a means to an end, but as a way to foster community, empathy, and understanding. Collaborative making experiences can be key in building connections and enhancing learning.
Physical engagement deepens students' understanding of design and its impacts. This includes activities like site visits and hands-on work, which help students appreciate the practical and embodied aspects of design work.
Designers and artists are "pollinators," "bridge builders," and “facilitators.” The arts can contribute alternate models and ways of thinking in a non hierarchical space.
There is a need for ongoing faculty development to learn how to foster a more inclusive classroom environment. This includes helping faculty learn to handle sensitive and difficult topics, to create safe spaces for discussion, and to facilitate open dialogue and critical thinking. Restorative practices could be scaled up to equip faculty with the necessary skills to manage polarization and foster a culture of care.
Faculty/Student Mentorship
Peer to peer
faculty practice: design of care
The role of faculty/student mentorship is crucial in education. Mentorship involves sharing personal experiences, being vulnerable and authentic, and building trust with students, which supports their educational journey.
Compiling and sharing these innovative teaching strategies would benefit the wider academic community.
While the main focus of this investigation is design education and how we develop a pedagogy of care, some faculty have creative practice and scholarship directly or indirectly focused on the design of care in society. A few examples are illustrated below.
of Care and Mutual Aid
The labor of care and mutual aid is a central theme for some faculty and students, with significant focus on caregiving roles. Marisa s collaboration with the National Domestic Workers Alliance (Nanny Van) and her collaboration with Rafi Segal on CareHaus. This includes exploring how care can be mutualized and the design processes, architecture and the built environment that can support shared caregiving responsibilities, highlighting the importance of community-based solutions in addressing care gaps.
Social Practice Art and Designing utures of Care
The creative practice of some faculty falls within the realm of social practice and public art, involving projects that engage communities and provoke broader societal questions. These leverage art and design to address public issues, memorialize cultural values, and influence policy.
(Syllabi, Books, Articles, Videos):
Below are a few illustrative resources we have gathered (books, articles, reports) related to Critical Care Theory, Design Practice & Care, Social Practice Art, Embodied and Somatic Theories, Health Equity and Healing Justice, and Pedagogy.
Books/Reports:
Bates, C., Imrie, R., & Kullman, K. (Eds.). (2016). Care and design: Bodies, buildings, cities. John Wiley & Sons.
Christian, C. (2019). Contemplative practices and mindfulness in the interior design studio classroom. Journal of Interior Design, 44(1), 29-43.
Creative Action Lab. (2018). Equity-centered community design field guide.
Galdon, F., Rodgers, P. A., & Bremner, C. (2024). Chronicles of care: A design history of the COVID-19 virus.
Helguera, P. (2011). Education for socially engaged art: A materials and techniques handbook. Jorge Pinto. Holmes, K. (2018). Mismatch: How inclusion shapes design. MIT Press.
Jahoda, S., & Woolard, C. (2020). Making and being: Embodiment, collaboration, & circulation in the visual arts. Pioneer Works Press.
Jahn, M. (2023). CareForce as counterpower. In R. Segal & M. M. Jahn (Eds.), Design and solidarity: Conversations on collective futures. Columbia University Press.
Mareis, C., & Paim, N. (Eds.). (2021). Design struggles: Intersecting histories, pedagogies and perspectives. Valiz.
Menakem, R. (2022). The quaking of America: An embodied guide to navigating our nation’s upheaval and racial reckoning. Central Recovery Press.
NeuroArts Blueprint. (2021). Advancing the science of arts, health, and wellbeing. Johns Hopkins and Aspen Institute.
Poonamalee, L. (2021). Expansive leadership: Cultivating mindfulness to lead self and others in a changing world – A 28-day program. Routledge.
The Care Collective. (2020). The care manifesto: The politics of interdependence. Verso.
Tronto, J. (2013). Caring democracy: Markets, equity and justice. NYU Press.
Tronto, J. C., & Fisher, B. (1990). Toward a feminist theory of caring. In Circles of care. SUNY Press. Wise, S. (2022). Design for belonging: How to build inclusion and collaboration in your communities. Stanford d.school Library.
Articles:
Attipoe-Dorcoo, S., & Boone, K. (2023). Doing the inner work for sustainable practices. Canadian Journal of Program Evaluation, 38(1), 27-34.
Blanding, N. (2022, October 10). What is healing justice? Nonprofit Quarterly.
Cherrypye, & Paim, N. (2021). Does design care? Futuress.
EquityXDesign. (2016, November). Racism and inequity are products of design. They can be redesigned. Medium.
Place, A. (2022). Design as a practice of care: Feminist perspectives on preventing harm and promoting healing through design. In D. Lockton, S. Lenzi, P. Hekkert, A. Oak, J. Sádaba, & P. Lloyd (Eds.), Design Research Society, 2022: Bilbao, 25 June - 3 July, Bilbao, Spain.
Puig de la Bellacasa, M. (2012). ‘Nothing comes without its world’: Thinking with care. The Sociological Review.
Vaccaro, D., & Cho, E. (2022). Rituals as design objects: A relational approach for infrastructuring urban commons. In With design: Reinventing design modes (pp. 1037-1048).
Woodly, D., et al. (2021). The politics of care. Contemporary Political Theory, 20, 890-925.
Yeo, E., et al. (2023). We need to be as a group: Using and evaluating the Listening Guide in feminist collaborative autoethnography with an affective ‘fifth listen’ as a tool to (re)construct identities. International Journal of Qualitative Methods, 22.
Kashyap, K., Svejkar, D., & Tonkinwise, C. (2023). Relational repair: Co-designing an approach to placebased circularity with an ethic of care. In E. Kalantidou, G. Keulemans, A. Mellick Lopes, N. Rubenis, & A. Gill (Eds.), Design/Repair. Palgrave Macmillan.