Cookies?
Library Header Image
LSE Research Online LSE Library Services

Co-creating FabLab La Campana: empowering a marginalised community in the North of Mexico

Lotz, Nicole, Thomas, Briony, Fernández Cárdenas, Juan Manuel, Reynaga Peña, Cristina, Díaz de León Lastras, Alejandra, Cortes Capetillo, Azael, González Nieto, Noe, Santamaría-Cid de León, David, López, Fabio, Machado, Rafa and Hayhoe, Simon (2019) Co-creating FabLab La Campana: empowering a marginalised community in the North of Mexico. In: International Association of Societies of Design Research Conference Proceedings 2019. Conference Proceedings (2019). Manchester Metropolitan University, GBR.

Full text not available from this repository.

Abstract

FabLabs are a celebrated approach to formal and informal learning through making with digital fabrication tools. This paper discusses the co-creation of a FabLab with a marginalised community in Monterrey, Mexico. One of the main challenges in establishing these Makerspaces is in sustaining the activities and community engagement on an ongoing basis. In responding to this challenge, this process focused on the empowerment of community members to make the changes they desire, either for themselves or their community. Beyond skills for making and playful engagement in STEAM learning, makerspaces also facilitate the building of networks and partnerships, and the development of social competencies and soft skills, that are often overlooked in the process of empowerment and social mobility. Primary insights from the co-creation process of the La Campana FabLab are reported here. A Mexican higher education institution with a strong social responsibility agenda facilitated the process, securing funds and connecting project partners, locally and globally. Framing the cocreation of the FabLab with the partners was and is an ongoing process. Key factors included the donation of a safe space and tools for the community to host and run the FabLab. Establishing the role of the FabLab in the community from the participants’ point-of-view and committing to regular ongoing educational dialogue was important in forming an equitable partnership between institutions and community. Beyond the physical space, equipment and educational activities, a community architecture intervention demonstrated the large-scale impact digital fabrication could have in creating spaces shaped by and for the community.

Item Type: Book Section
Official URL: https://iasdr2019.org/
Additional Information: © 2019 The Authors
Divisions: Philosophy, Logic and Scientific Method
Subjects: L Education > LB Theory and practice of education
L Education > LC Special aspects of education
H Social Sciences > HV Social pathology. Social and public welfare. Criminology
Date Deposited: 06 Dec 2019 09:39
Last Modified: 01 Apr 2020 23:26
URI: http://eprints.lse.ac.uk/id/eprint/102807

Actions (login required)

View Item View Item