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International Journal of Advanced Engineering, Management and Science

Creative Authenticity: A Framework for Supporting the Student Self in Craft Education

( Vol-10,Issue-3,March 2024 )

Author(s): Raju Kumar

Total View : 175
Downloads : 9
Page No: 13-19
ijaems crossref doiDOI: 10.22161/ijaems.103.2


creative authenticity, identity, design education, dialogue, collaboration, introspection


This article introduces a pedagogical approach in design education referenced as creative authenticity. Creative authenticity is defined as an ongoing process of learning to create through intrinsically motivated, self-aware and self-affirming actions and rationales. The concept is grounded in Constructivist learning theory, Postmodernist views of pluralism and cultural position, Anthony Giddens’ theory of reflexive identities, and scholarship on intrinsic motivation in learning. This ideology seeks to personalize the learning experience for each student in ways that are meaningful to their person, not just useful to the design industry, at large. This conversation proposes four samples of methodology by which to infuse creative authenticity into curriculum as a starting point for shaking off implicit biases; focusing on student learning and growth; initiating meaningful and empowering discussions; and redefining success through collaborative and participatory educational design. This work promotes teaching with creative authenticity as a foundation to help students realize their strengths through their ever-evolving identities. In a broader context, authenticity in education supports marginalized groups to see themselves, their histories and their experiences authentically reflected in their education and work.

Article Info:

Received: 21 Jan 2024; Received in revised form: 26 Feb 2024; Accepted: 05 Mar 2024; Available online: 14 Mar 2024

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