Abstract
Public design can be understood as a perspective that follows democratic approaches to design, addresses collective conditions, and supports the formation of publics. In this paper, we present our efforts to engage with a public design perspective in a case study addressing the topic of dyslexia. The paper contributes to the understanding of the process of articulation of matters of concern in public design. In addition, the results can be considered as opportunities for design that can serve as inspiration for other projects addressing the topic of dyslexia.