Jill M. Franz

Arts-based Research in Design Education

There is an urgent need in terms of changing world conditions to move beyond the dualist paradigm that has traditionally informed design research, education and practice. Rather than attempt to reduce uncertainty, novelty and complexity as is the conventional approach, an argument is presented in this paper that seeks to exploit these qualities through a reconceptualisation of design in creative as well as systematic, rigorous and ethical terms. Arts-based research which ‘brings together the systematic and rigorous qualities of inquiry with the creative and imaginative qualities of the arts’ is presented as being central to this reconceptualisation. This is exemplified in the application of art-informed inquiry in a research unit for graduating tertiary level interior design students. The application is described in this paper and is shown to rely substantially on the image and its capacity to open up and reveal new possibilities and meaning.

Parents, services and system: an exploration of power dynamics in future planning among parent carers for people with disability

Abstract Interactions between services and families have significant implications for families planning for the future needs of a family member who has a disability. However, little research interrogates the implications of these relationships for parent carers’ agency in this planning. This qualitative study explored parents’ experiences with public and not-for-profit services during planning. Findings revealed varied and fluid power dynamics, with attempts by carers to shift to more productive power relations, which carried risks and costs. In a context characterised by systemic constraints, these shifts create an iterative planning process, and highlight the need to support parents to use power productively.

Parent, carer, person: Future plans and the identities of parent carers for people with disabilities

Abstract Parent carers are often central in future planning for their children with disability; however, little is known about the implications of planning for parents’ futures and aspirations. In understanding these, parents’ own identities are important, but how these identities intersect with their planning is not well understood. This study explored how parents were positioned in discussions about planning. Interviews with parents and planning service staff highlighted three positions among parents – carer, parent, and person – representing multiple, intersecting identities. These impacted on and were impacted by planning in particular ways. Understanding these processes may assist programmes to support parents more effectively.