Resourceful and Inclusive: Toward Design Principles for Makerspaces

• In Event: Toward Building Makerspaces for All: New Theories and Practices to Design Inclusive Makerspaces

Abstract

Nasir, Rosebery, Warren & Lee (2006) suggest purposeful selection of situations of successful learning for traditionally underserved populations as a source of insight to build more equitable and inclusive theories of learning. Following their suggestion, we identify learning environments for making that have grown and sustained participation in traditionally underserved communities. To guide our understanding of working, teaching and learning in these spaces we draw on a blend of studies of studio learning environments (Authors, 2013, Authors, 2013b, Authors 2014, Authors 2014b), communities of practice (Wenger, 1999), and community development, in particular the construct of the role of asset-mapping (Kretzman & McKnight, 1993).

This paper draws from two larger case studies, each of which involved hundreds of hours of field observations and interviews by teams of researchers over several years (Stake, 2006). Following Nasir et al. we select and closely examine situations of success for traditionally underserved and underrepresented populations in the maker movement. We define “situation” broadly: each selected situation occurs over several years rather than a particular instance. The situation is bounded by being part of an ongoing, interrelated process, where we see continuity in participants, roles and actions.

We are particularly interested in situations that reflect resourcefulness, which we define as situations where participants innovatively drew on their internal (e.g., skills, interests, experience) and external (e.g., tools, community organizations, social networks) resources to solve a problem (Authors, in press). We identify and closely examine two such situations from two learning spaces that serve primarily African-American youth and families in two traditionally underserved urban areas.

The first selected situation examines a shift from an adult designed and taught digital making program to a youth designed and taught program over the course of two years. We document the process by which youth took greater levels of responsibility and designed and enacted new roles for themselves (Authors, 2013b). The second situation is drawn a community-based makerspace, and we focus on how participants identified ways they could extend their existing skills and resources, and build connections with other community groups and thus widely broadened their scope of actions and activities (Authors, 2014b).

We identify strategies of asset-mapping (Kretzman & McKnight, 1993) as a way communities identify potential sources of internal and external resources, and how the common practice of teaching as soon as you learn is used as strategy for broadening the resource base. We also consider how the broad learning environments that blend aspects of studios (Authors, 2013) and communities of practice (Wenger, 1999) support these strategies. We also consider how the construct of resourcefulness is problematic given the systematic differences spaces and communities have in access to key resources such as time, money, and expertise.

Authors

• Kimberly Marie Sheridan, George Mason University

• Abigail W Konopasky, George Mason University

• Asia Williams, Boys and Girls Clubs of Greater Washington

• Grace Jessica Juanita Wingo, George Mason University