Co-Designed Teaching Guide for Immigrant Women
Author
Antonova, Radina Antonova
Term
4. term
Education
Publication year
2024
Submitted on
2024-05-24
Abstract
Denne masterafhandling undersøger, hvordan principper fra servicedesign—særligt deltagende design og empati—kan bruges til at udforme en undervisningsguide for ikke‑EU indvandrerkvinder, der deltager i ReDI School i København. Udgangspunktet er et human‑centreret, co‑designet forløb, hvor forfatteren gennemførte et 12‑ugers Service Systems Design‑kursus som designeksperiment og samarbejdede tæt med studerende, undervisere og ReDI‑medarbejdere. Arbejdet bygger på et litteraturstudie af undervisning i servicedesign, deltagende design i didaktik og curriculum, uddannelsesstrategier for indvandrerkvinder og kønsforskelle i læringsstile, og anvender Design Thinking som procesramme samt Research through Design som metodisk tilgang. Data blev indsamlet og bearbejdet gennem workshops, interviews og essays og omsat til personas, empatikort og problemformuleringer, der førte til idéudvikling (How‑Might‑We‑spørgsmål) og prototyper som service blueprint og motivationsmatrix. Processen afdækkede centrale barrierer for læring, herunder usupportive ægtefæller, børnenes tidsplaner og andre familieforpligtelser, udfordringer med sproget og forståelse af materialer, mangel på tid til gruppearbejde samt selvtvivl; samtidig peger lærere på sprogbarrierer og lavt engagement som årsager til frafald. Disse indsigter blev brugt til at skræddersy en undervisningsguide, der adresserer deltagernes komplekse roller og behov. Uddraget rapporterer ikke målte effekter, men afhandlingen tilbyder praktiske anbefalinger og refleksioner for undervisere og organisationer, der arbejder med indvandrerkvinder.
This master’s thesis explores how service design principles—particularly participatory design and empathy—can be leveraged to create a teaching guide for non‑EU immigrant women attending ReDI School in Copenhagen. Using a human‑centered, co‑design approach, the author ran a 12‑week Service Systems Design course as a design experiment and collaborated closely with students, teachers, and ReDI staff to tailor the guide. The work is grounded in a literature review on teaching service design, participatory design in pedagogy and curriculum development, education strategies for immigrant women, and gender differences in learning styles, and applies Design Thinking as the process framework with Research through Design as the methodological stance. Data were gathered and synthesized through workshops, interviews, and essays, then translated into personas, empathy maps, and point‑of‑view statements, which informed ideation (How‑Might‑We questions) and prototyping such as a service blueprint and motivation matrix. The process surfaced key barriers to learning, including unsupportive spouses, children’s schedules and family duties, challenges with language and understanding course materials, limited time for group work, and self‑doubt; teachers also cited language barriers and low engagement contributing to dropouts. These insights were used to co‑design a teaching guide responsive to participants’ complex roles and needs. While the excerpt does not present measured outcomes, the thesis offers practical guidance and reflections for educators and organizations working with immigrant women.
[This summary has been generated with the help of AI directly from the project (PDF)]
Documents