Conference Agenda

Cuia Colab emerged from a design research project seeking to explore whether biodesign practices in the Amazon could foster equitable exchanges between traditional knowledge and contemporary design. The research combined theoretical and empirical methods, beginning with a literature review and a case study focused on the cuias of Santarém. Subsequent stages involved active field investigation through observation, collaboration with traditional cuia artisans, biodesign experiments integrating living organisms, and a co-created exhibition. Grounded in a situated, multispecies, and pluriversal approach, Cuia Colab revealed both the challenges and possibilities of establishing ethical and reciprocal relations between design and the Amazonian context. The study argues that such exchanges require overcoming epistemological hierarchies and aligning the interests of all agents involved—human and nonhuman alike—thereby positioning design as a practice of care, co-authorship, and ecological interdependence.

Designing and researching across multiple knowledge systems requires vigilant negotiation, reflexivity and care. These dynamics are heightened on the lands now called Australia, where settler-colonial researchers (such as the authors) engage with diverse Indigenous knowledge systems. We examine how our own ways of being and knowing come into relation with others, surfacing tensions that shape the role of pluriversal design within our situated practices. We critique reconciliation narratives that risk reaffirming colonial hierarchies by positioning reconciliation as a destination, or a reconciling between binaries of Indigenous and non-Indigenous knowledges. We argue, instead, for embracing generative tensions as openings for dialogue. Drawing on two case studies engaging Indigenous perspectives within dominant Anglophone frameworks, we reflect on thresholds to knowledge and how practices at the cultural interface can be supported by pluriversal approaches. We offer relational and accountable insights for designers embedded in the constancy of onto-epistemic plurality.

This paper presents a practice-based approach to designing a platform for creative and deliberative citizen participation, grounded in observations of how people deliberate face-to-face. Insights from these observations informed the design, enabling the platform to mirror and extend in-person dynamics. Because deliberative processes are diverse and serve multiple purposes, taking them online requires a modular architecture, diverse deliberation tools, and flexible moderation. Participation processes also evolve during execution, so the platform was designed for adaptability, allowing moderators to respond to emerging dynamics and changing needs. The paper discusses and evaluates several practical cases demonstrating the platform’s application. Finally, it reflects on how integrating generative AI can strengthen deliberation by managing information overload, supporting moderation, and improving accessibility—for example, through automated translation—and by helping participants stay informed through document and dialogue summarisation.

This article explores mapping as an experimental design practice that emerges from the intersection of ecosystems, technologies, and communities. Grounded in the Powers of Ten model and the Fab City Full Stack framework, our approach combines multi-scale observation- ranging from local infrastructures to bioregional systems- to capture ecological, material, and social data that reveal the interdependencies shaping territories. The work focuses on detecting weak signals of hyperlocal phenomena, often overlooked shifts in ecological or social systems, that can guide an iterative prototyping process. In this way, mapping becomes a generative act, tracing connections between citizens' behaviors, environmental conditions, and material resources within a continuous feedback loop of interpretation and intervention. A coastal village case study in Serangan, Bali demonstrates how multi-scalar geospatial observations can function as boundary objects that support community-led design interventions.

This paper reorients Design Futures through hope as a situated, anticipatory, and actionable practice for working within postnormal conditions marked by uncertainty, systemic crisis, and defuturing. Bringing together futures studies, feminist epistemologies, and decolonial perspectives, it argues that design can help imagine and enact alternatives through situated interventions. The paper develops a conceptual and reflexive methodology that synthesizes three strands of literature; hope, hope and design, and hope and futures, and formulates three tactics for operationalizing hope in design practice: hoping as present-tense praxis, hoping otherwise, and projectual hope. Together, these frame hope as an ethical and political orientation that works through care, critique, imagination, and collective world-making. The paper positions uncertainty as design material and shows how hopeful design can expand what counts as imaginable and actionable within plural futures. In doing so, it proposes an ecology of hope in which design sustains the not-yet as a shared responsibility.

This paper is part of an ongoing collaboration between a French design school and a food-producing farm engaged in peasant struggles, conceived as a “rural third place”. Each year, design students immerse themselves on-site, testing their knowledge through collective experimentation. Our heterogeneous pedagogical team—composed of design professors, the farming couple, and a collaborating designer—is in a continuous learning position, exchanging perspectives on education. Because relationality is central to this experience, and to equiponderate all voices, we decided this paper should take the form of a curated conversation. We explore the intersections and tensions between popular education practiced on the farm and formal design education: What commons sustain our collaboration? Where do our paradigms friction? How might popular education address blind spots within design pedagogy? Beyond position statements, this plurivocal experiment seeks to expand academic discourse by legitimizing marginalized forms of knowledge.