Design, Participation, and Social Change: What Design in Grassroots Spaces Can Teach Learning Scientists
hile a science of design (and theory of learning) is certainly useful in design-based research, a participatory design research framework presents an opening for learning scientists to rethink design and learning as processes. Grounded in the autoethnographic investigation of a grassroots organization's design of a local campaign, the author traces the successive transformations of design artifacts, delineating a narrative character to design within grassroots spaces. One major lesson is that centering the question of participation is not just about including historically marginalized peoples at the core of design; it has the potential to “desettle” projects at a fundamental level, challenging dominant epistemologies that inform the practices of learning scientists, and thus transforming the field in ways that have yet to be systematically explored. More broadly, this study highlights the need for future research on design practices as they take form within understudied spaces, such as grassroots organizations.
Zavala, M. (2016). Design, participation, and social change: What design in grassroots spaces can teach learning scientists. Cognition & Instruction, 34(3): 236-249. doi: 10.1080/07370008.2016.1169818
Taylor & Francis
Bilingual, Multilingual, and Multicultural Education Commons, Curriculum and Instruction Commons
This is an Accepted Manuscript of an article published in Cognition & Instruction, volume 34, issue 3, in 2016, available online: http://dx.doi.org/10.1080/07370008.2016.1169818. It may differ slightly from the final version of record.