Analyzing Design to Understand Culture

A Methodology into Practice

Sheila Gies, Tracy Cassidy

Research output: Chapter in Book/Report/Conference proceedingChapter

Original languageEnglish
Title of host publicationGlobal Encounters
Subtitle of host publicationPedagogical Paradigms and Educational Practices
EditorsBruce C. Swaffield, Iris Guske
Place of PublicationNewcastle upon Tyne
PublisherCambridge Scholars Publishing
Pages306-324
Number of pages19
ISBN (Print)9781443829557
Publication statusPublished - 1 Jul 2011
Externally publishedYes

Cite this

Gies, S., & Cassidy, T. (2011). Analyzing Design to Understand Culture: A Methodology into Practice. In B. C. Swaffield, & I. Guske (Eds.), Global Encounters: Pedagogical Paradigms and Educational Practices (pp. 306-324). Newcastle upon Tyne: Cambridge Scholars Publishing.
Gies, Sheila ; Cassidy, Tracy. / Analyzing Design to Understand Culture : A Methodology into Practice. Global Encounters: Pedagogical Paradigms and Educational Practices. editor / Bruce C. Swaffield ; Iris Guske. Newcastle upon Tyne : Cambridge Scholars Publishing, 2011. pp. 306-324
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Gies, S & Cassidy, T 2011, Analyzing Design to Understand Culture: A Methodology into Practice. in BC Swaffield & I Guske (eds), Global Encounters: Pedagogical Paradigms and Educational Practices. Cambridge Scholars Publishing, Newcastle upon Tyne, pp. 306-324.

Analyzing Design to Understand Culture : A Methodology into Practice. / Gies, Sheila; Cassidy, Tracy.

Global Encounters: Pedagogical Paradigms and Educational Practices. ed. / Bruce C. Swaffield; Iris Guske. Newcastle upon Tyne : Cambridge Scholars Publishing, 2011. p. 306-324.

Research output: Chapter in Book/Report/Conference proceedingChapter

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AU - Gies, Sheila

AU - Cassidy, Tracy

PY - 2011/7/1

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M3 - Chapter

SN - 9781443829557

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BT - Global Encounters

A2 - Swaffield, Bruce C.

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PB - Cambridge Scholars Publishing

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Gies S, Cassidy T. Analyzing Design to Understand Culture: A Methodology into Practice. In Swaffield BC, Guske I, editors, Global Encounters: Pedagogical Paradigms and Educational Practices. Newcastle upon Tyne: Cambridge Scholars Publishing. 2011. p. 306-324