Notice bibliographique
Résumé
This Master’s thesis is in two parts: The main body of the thesis was completed in 1998 and the second part – a new Introduction and Epilogue – was completed 20 years later in 2018. My original research question was to explore the role of women’s educational experiences in schools of industrial design as a factor in explaining the low numbers of women practising industrial design. To explore this hypothesis, I embarked on a mixed-methods research project that involved qualitative interviews with women in three Canadian schools of Industrial Design: Carleton University in Ottawa, ON; Emily Carr University of Art and Design in Vancouver, BC; and the University of Calgary in Calgary, AB. The result of the 1998 empirical investigation provided evidence that many women in these three schools of industrial design encountered a chilly climate in their studies that suggested that this was a contributing factor in their decision not to pursue active careers as practitioners in the field of industrial design. In the intervening twenty years, the percentage of women students in schools of industrial design has dramatically increased to represent 50% of the student body or higher, and yet the paucity of women practitioners remains much as it was in 1998. Recent statistics put the number of practising female industrial designers in North America still at between 5% and 25%. In 2016, I was re-admitted to the Faculty of Environmental Design at the University of Calgary to revisit and update my original thesis from the 1990s. In a new Epilogue, I assessed both what has and has not changed in the relationship between industrial design education and industrial design professional practice in the last twenty years. In the profession itself, much has changed in terms of the application of new technologies and processes. As well, the profession has entered a period of introspection as to its purpose, practice and future and many have proposed a more socially responsible approach to design. Turning to schools of industrial design, while the curriculum has become more multi-disciplinary and technologically-focussed, feminist pedagogy and critique has made virtually no in-roads. In 2018, I must sadly report that the chilly climate for women in schools of industrial design remains much as it was in 1998. My general conclusion: Feminist scholars need to “rebuild” a body of feminist critique of industrial design as they did in the 1980s and 1990s – to undertake new empirical research of women’s experiences in industrial design education, to once again let women’s voices be heard.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,001 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,021 | 0,005 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; les deux têtes enseignantes s’accordent sur ce qui est montré ici.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».