Locating the Contributions to Critical Design Education (CDE): Critical Theory, Critical Thinking and Critical Pedagogy.

This paper offers a theoretical perspective to examine and identify the location of ‘critical’ domains in design education and in doing so will draw upon three particular theoretical frameworks, namely: Critical Theory (Dunne & Raby, 2001; Feenberg, 2008); Critical Pedagogy (Apple, 1990; Giroux, 1994) and Critical Thinking (Paul, 1992). The paper is primarily located in the English Education System and specifically in the Senior High School (Secondary Education) phase but the discourse has implications for all design educators whilst recognizing the broader educational context in which the paper is framed.This paper concludes that through dialectic and dialogic engagement with the critical domains, the location, articulation and enactment of the ‘critical’ is revealed. In doing so the essential epistemological and ontological foundations of Critical Design Education are highlighted as offering a unique and empowering learning activity.