A journey to literacy in design futures: Revelations from the global south

Abstract

This study explores an experimental pedagogical approach to design futures by analyzing three speculative scenarios and artefacts demonstrating novelty in envisioning the future. Students at a renowned university in South Africa created these scenarios and products. The study assesses the influence of a global southern epistemological viewpoint on speculative design, proposing an innovative pedagogical approach and decolonial framework that capitalizes on theories of anticipation, complexity, and emergence. It illustrates how future literacy effectively encourages the integration of knowledge systems from the global south into design speculation. This approach shows potential in transforming the creation of innovative products for the future, advocating for an inclusive, pluriversal, and decolonized perspective.