Conference Agenda

Futures thinking, and doing, has been the domain of the privileged majority for centuries. The very idea of ‘the future’ (singular) was fundamental to the crea-tion and maintenance of imperial domination and technological modernity. To this day, mainstream media readily emits the narrow and repetitive science fic-tion tropes void of (realistic, fair) representation of a wider inclusive society, specifically absent of queerness. This paper builds on the work of Alexis Lothian’s ‘Old Futures: speculative fiction and queer possibility’ in which she explores the forces queer people (and other marginalised communities) invoke when they dream up alternative futures as a way of transforming the present. To do so, the author presents findings from an anonymized global study of the correlations be-tween queer identity and imagination literacy. Addressing the questions - how does identity inform our ability to imagine the future and the content of those imagined futures?

Addressing global challenges like racial tension and health inequalities, this paper urges a reimagining of design education's core principles. Four educators from diverse, often marginalized backgrounds collaboratively investigate design education's future, moving beyond mere reflection. Their insights fuel a broader initiative to envision inclusive design education. Drawing inspiration from W.E.B. Du Bois’ 'Megascope', this concept resists conventional paradigms, sheds light on overlooked narratives, and challenges ingrained epistemologies. The Megascope acts as a dynamic discourse tool, pushing the boundaries of design education. The educators, influenced by the Megascope's principles and their backgrounds, emphasize their dedication to anti-racist, equity-driven education, underscoring the impact of diverse, intersectional academic voices. Through the reflexive process inherent to Design-Based Research this paper weaves Megascope principles with educators' unique experiences, offering a scaffold of anti-racist principles for equitable design education, providing theoretical and practical insights for ongoing critical reassessment and reimagining of pedagogical practice and design education.

The ‘double empathy problem’ highlights the challenge of mutual empathy between autistic and non-autistic individuals. In applying this concept to supportive technology design, it has been argued that designers cannot accurately imagine the unique experiences and needs of autistic users. We explain that co-design, suggested to bridge the gap, falls victim to the same criticism. We decided to start from the opposite point of view, which we call ‘user-enacted design’. Instead of creating conventional co-design tools that enable designers to empathise and design with end users, we developed tools with which autistic individuals can design their own supportive interventions. We present five such tools and show how they helped autistic young adults design supportive devices that made sense to them, but of which others may not fully understand the rationale and underlying design decisions. Additionally, we reflect on and reframe the contemporary role of the professional designer in this process.

From sex toys to fertility trackers to vaginal fitness, the design of vaginally inserted technologies often mirrors gendered norms and societal taboos. These norms perpetuate the vagina as an obscure and mystified area, making it difficult for designers to find their way amidst a web of technical, material, and ethical concerns. In this paper, we present a mingling of our experiences as designers, together with feminist and posthuman literature, to discuss the challenges and tensions arising when designing in this space. We provide alternative framings and reflect on how the case of designing for the vagina creates blurry definitions of the inside/outside of the body and of medical/non-medical devices. We offer future directions on how we might demystify and destigmatize designing for vaginas, calling for more queer and feminist approaches to intimate design.