Search results

This study aims to support the global initiatives that advocate for ensuring healthy lives and promoting well-being for everyone, regardless of age, while allowing people to stay at their homes as long as they desire. The built environment (BE) plays a crucial role in achieving this, but in some countries, such as the UK, the housing stock has been found to require extensive adaptations to support resident’s health and well-being. While much research has been done on care provisions and later living housing, these solutions are unsuitable for low-population density areas (LPDAs).

The study is encompassed by investigations around a systematic product development guided by the Double-Diamond Design Framework. This research focused on the “Discovery” phase, which involved online in-depth interviews, incorporating elements from the Human-Activity-Space-Technology Model, supplemented by an interactive board to discover key activities, elements and actors involved in supporting strategies for ageing in place.

This paper presents strategies to help people age in place, focusing on LPDAs. The interventions identified in this paper encompass fundamental elements such as layout design and smart home technologies.

The results provide contextualised BE interventions applicable to creating age-friendly communities, focusing on house design and service delivery from a product design approach.

This article discusses the underlying teaching framework of relational cultural theory (RCT), as well as additional teaching practices used within a doctoral-level, interdisciplinary social studies course on critical social justice. Areas for future development are identified.

A research-engaged, conceptual report on practice was used to identify and integrate relevant scholarship for the purpose of formulating and analyzing teaching practices for this type of course, and to iteratively identify possible directions for future development.

RCT is a generative, underlying teaching framework for the interdisciplinary social study of critical social justice. Additional teaching practices including a community agreement to guide challenging discussions; participant-led presencing activities at the outset of classes; and, co-creation by participants of the content topics can be fruitfully embedded within RCT. Potential future development could include team-based, community-engaged, experiential term projects aimed at further deepening interdisciplinarity and civic engagement skills.

Practical guidance is provided on the use of RCT, community agreements, co-creation, presencing activities and Indigenous land acknowledgments or contemplations on Indigenous works.

RCT can be used across different educational levels or contexts. Practices of co-creation, presencing and contemplation of Indigenous works are receiving increased consideration in diverse contexts. However, conventional grading procedures can be inconsistent with critical social justice, suggesting the need for research-engaged policy review.

This article responds to recent scholarly calls for discussion of teaching practices in the interdisciplinary, social study of critical social justice in post-secondary education.