This section displays the journey that built up to the final design of callout. It contains different phases of the design process, including research, ideation, and prototyping.
JOURNEY TIMELINE
PHASE 1 - Where did I start
Feb 05 2020
It started with a phone call from my mom, who was in Canada, to me who was in Norway. She was worried that I, an individual of a visible minority, would get hurt by others due to the COVID-19 pandemic outbreak. Following that conversation, I decided that my thesis would start by exploring, understanding, and redefine Chinese cultural norms and stereotypes. Further conversations with Chinese-Canadian peers revealed that there is an issue of invisible daily racism and that it does affect the mental health of the targets of these incidents.
PHASE 2 - RESEARCH & SYNTHESIS
My first readings were on Chinese cultural identity, the model minority, and racism within educational institutions. The second phase of articles were on cross-cultural relationship building between peers and microaggressions.
From the secondary and first research, I created a series of empathy maps to better understand my users and their pain points, as well as journey maps to visualize their micro and macro experiences.
I red through a series of Online articles and blogs that were posted as a response to the raise of racism towards Asian communities after the COVID-19 outbreak. The personal stories gave me a basic understanding of my user groups.
I participated in multiple Online webinars and workshops focused on the importance of speaking up and cultural diversity. I was able to talk to students, filmmakers, psychologists, and designers to understand the larger scope of my project.
After having a basic understanding of my user group from the readings, I interviewed a handful of Chinese identified individuals living in Canada to grasp their pain points. Then, I was able to talk to Shamina Chherawala, the Programs, Outreach & Human Rights Advisor who runs microaggressions workshops at OCAD University.
The user
1.5 generation Chinese immigrants
1.5 generation Chinese immigrants need to find the middle ground between their cultural Chinese background and the new social expectations that comes with the new environment. They confine to the ideal image of an immigrant while attempting to break free from it. When addressing cultural conflicts, they hesitate to express their defensive opinions as a survival reflex, a worry to be out-casted by the social group, and a fear to oppose authority. The process of receiving, dissecting, digesting, and responding to cultural comments is a long and vulnerable moment for the user. An improper response to cultural conflicts can result in regret that can prolong up to a few days.
Issue:
Microaggressions are defined as everyday offensive behaviours that people of visible minority experience in daily interactions with generally well-intended people who may be unaware that they have engaged in racially demeaning ways towards target groups. These incidents, due to their intention, scale, and visibility are very hard to address and respond to. Without proper responses, microaggressions results in long term psychological and physical trauma for the people of visible minority.
Opportunity:
Educational institutions are spaces where members of different cultural backgrounds and identities engage with each others. With a focus on education and relationship building, schools represent an important area where microaggressions need to be addressed and stopped. It represents an excellent opportunity for a collective engagement between the students, the faculty, and the institution.
They are not alone...
The process of responding to microaggressions can be nerve wracking for the targets of these incidents. The burden of calling out inappropriate behaviours needs to be shared with bystanders and witnessed of these incidents. It then becomes important to build a network and framework for all them members to engage in safe conversations.
PHASE 3 - PROJECT DEFINITION
In order the safely address microaggressions, we must shift the way 1.5 generation Chinese immigrants respond to micro offenses. The shift involves going from laughing situations out to call out the offender and develop a confident come back.
The process involves the individual who is experiencing the microaggression as well the people who witness the situation. It then becomes important to create a connection between all members in the situation.
Microinterventions are everyday words and actions, both intentional and unintentional, that communicates support for targets of microaggressions.
With a common cultural understanding through art and design, collective interventions requires the emphasis on active expression: to encourage dynamic conversations and grow empathy between the members; prompt conversations: to orchestrate interactivity between people and provide an inclusive space for conversations; grow awareness: to provoke and question pre-established biases and understand cultural differences.
PHASE 4 - IDEATION & ITERATIONS
The first ideation and prototyping phase includes different tools for self-reflections and collective engagement. First, I looked at how to develop self-awareness with self meditation through writing, daily reflection, and cultural artifacts. Then, I turned to card games as method for cultural exchanges and empathy building. Lastly, I saw an opportunity in using Chinese rituals of red envelops. From that tradition, I developed a public installation for the sharing of knowledge and cultures through anonymous red envelops.
The second ideation phase focused on activating microinterventions through wearables. I explored with different types of jewelry and wearable technologies including face jewelry, wrist accessories, and rings. The intent was to give the wearer a sense of power and assist them in self expression and microintervention.
Oh!
The second phase resulted in a set of microintervention rings. The design features three rings, each with a different purpose, helping the user callout, reflect, and engage during microaggressions. The goal is to prompt the user with the tools to speak up for themselves and have a tangible tool that guide the conversation.
callout
The third ideation phase was the first iteration of callout. The intent was to create a digital and physical experience that encourages individual, collective, and educational institutions to take actions in educating, intervening, and sharing about microaggressions.
The digital callout mobile application aims to create a digital experience through microintervention learning, immersive cultural experiences, knowledge sharing, and personal expressions.
callout Rings
The second part of callout is an intervention ring that has visual and audio cue. It is used to assist calling out by grabbing the offender’s attention through colour and sound.
callout Signage
The third part of callout was a set of signage that are placed within the educational environment to indicate safe spaces and faculty members who are willing to help students who are experiencing microaggressions. I aims to make the support system accessible.
PHASE 5 - BRANDING
PHASE 6 - FINAL PROTOTYPE
