Making Do: Design Activities of Primary School Teachers in Underresourced Schools in Bhutan

• In Event: Design Cases in Diverse Learning Contexts

Abstract

This multiple case study examines the design activities carried out by seven primary school teachers with experience teaching in under-resourced schools in Bhutan. These teachers are routinely required to think on their feet, and make do with the little resources needed to foster effective learning. Teachers may, out of necessity, be forced to act as designers in a more immediate way than teachers who have more resources and a predetermined curriculum. These situations could be seen as leading these teachers to think and act in designerly ways. To the extent that teachers can be framed as designers, there may be implications for teachers as well as organizations that work with teachers located in under-resourced schools around the world.

Author

• Khendum Gyabak, Indiana University - Bloomington