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Co-Design and Cultural Competence: Designing a Good Society

Topic: Co-Design
by Ally, Aqeel and Indy, 2021 Cohort

When working within complex systems, we should always centre narrative, identity and culture to develop solutions that are not only effective but are also maintained over time. How, and why, do we do this?

Cultural Competence#

Cultural competence is a communications framework that comes with consideration of diverse perspectives, values, and lived experiences embedded. It is already understood as a key skill for any outcome-based, public-oriented role such as nursing, education, or practicing law, as it allows experts to build mutual trust and understanding. We propose to extent this view of cultural competency as an essential skill for teams working within complex systems and designing policy.

Traditionally, there has been resistance to culturally responsive frameworks within certain disciplines. However, cultural competence is applicable - and achievable - within every discipline. Cross et al, for example, explain the significance of cultural competency within scientific disciplines, which are often perceived as impartial:

Positivist, reductionist views of science as objective fact render invisible the cultural machinations that western science is founded on and reproduced within … integration of [cultural competency] in science means instigating a process of critically engaging with science as a cultural product.[1]

While cultural competence is a useful framework for critique and an important professional skill, it must be complemented with practises such as co-design. Co-design brings lived experience to the fore, which is crucial when aiming to improve the effectiveness and cultural responsiveness of institutions and progress.

Co-design#

Co-design is a design practise that partners experts in the relevant disciplines with experts by experience. Co-design moves beyond consultation, wherein those with lived experience may be heard but not participate in the design process, towards collaboration and agency.

This practise can be employed in any situation wherein an institution seeks to design and implement a policy, intervention or program that will affect another group. For example - a university seeking student input on course or campus redesign, a local government seeking to redevelop a precinct, or an organisation designing a reconciliation action plan.

The Lived Experience Advisory Council[2] offers seven principles that can be employed to practise effective co-design at a large scale:

Foreground lived experience
Inclusion at all levels of an institution
Support and value the time of those contributing lived experiences
Challenge stigma, confront oppression and promote dignity
Recognise expertise and engage in decision making
Work together for equitable representation
Build relationships between those with and without the lived experience

There are multiple approaches towards co-design, and each may be applicable in different circumstances. As with most frameworks, it is essential to adapt flexibly to the context.

Why Centre Narrative, Identity and Culture?#

There are many benefits to culturally responsive design, problem solving, and policy making. Primarily:

Respect - working with affected groups, rather than imposing on them.
Effectiveness - drawing on lived experience leads to deep understanding and better problem solving.
Longevity - a solution that the affected group co-creates is more likely to be upheld over time.

Reflection Question#

Can you think of a complex issue that has lacked cultural competence in how it has been addressed so far? How could cultural competence and co-design processes improve progress in that space?

Resources#

Chimamanda Ngozi Adichie: The danger of a single story TED

https://www.youtube.com/watch?v=D9Ihs241zeg&ab_channel=TED

Lived Experience Framework - principles and practices for lived experience partnerships

Footnotes#

[1] Rebecca Cross, Rosanne Quinnell, Tina Bell, Paul Rhodes, Zsuzsanna Dancso, Thomas Hubble, Glenda Wardle, et al. ‘You’ll never get cultural competence in science’: An Australian perspective on integrating cultural competence into science teaching via cultural accountability. (2021) 29 (3) International Journal of Innovation in Science and Mathematics Education 63-65.

[2] Lived Experience Advisory Council, ‘Nothing about us without us: Seven principles for leadership & inclusion of people with lived experience of homelessness’ (2016) The Homeless Hub.

Explore this topic further#

Wikipedia summary of Participatory Design{.link-ext target=”_blank”}

Return to Co-Design in the Primer

Disclaimer#

This content has been contributed by a student as part of a learning activity.
If there are inaccuracies, or opportunities for significant improvement on this topic, feedback is welcome on how to improve the resource.
You can improve articles on this topic as a student in "Unravelling Complexity", or by including the amendments in an email to: Chris.Browne@anu.edu.au