During week five we asked the students to reflect on the intervention in their table groups (4–6 students).
I provided the students with discussion topics to help frame the conversations. These acted as starting points.
• Western canon of typeface design
• Diversity
• Decolonising design
• Importance of technical, practical, theoretical knowledge
The focus groups worked really well and created “a direct, intensive encounter” (Vaughn, Schumm & Sinagub, 2013). The conversations were lively and the students helped each other to articulate thoughts and reflections, providing “synergism, snowballing, stimulation, security, spontaneity” (Vaughn, Schumm & Sinagub, 2013).