Creating Liminal Spaces: Design Thinking as Democratic Pedagogy in Teacher Education

• In Event: Poster Session 6
  In Poster Session: Creating Liminal Spaces: Design-Thinking as Democratic Pedagogy in Teacher Education

Abstract

The purposes of this study are to (a) Theorize the need for democratic, liminal spaces in education; (b) Illuminate design-thinking as a method for creating democratic, liminal pedagogy; c) Explore a case study on emergent bilingual education in which design-thinking fostered a democratic, liminal space in a university-school partnership setting.

Author

• Brittney Leigh Beck, California State University, Bakersfield