51.078-4 - Tensions and Possibilities for Reimagining Equity-Based Design Research

• In Event: 51.078 - MTCC Roundtable Session 21

Session Type: Roundtable Session

Abstract

Design research re-frames learning as a socio-cultural phenomenon and positions the learning sciences as an interventionist discipline with practical significance. In this political moment, we recognize the importance of designing for equity and seek to investigate how design research can acknowledge, support, and advance educational equity. The authors draw on various experiences to introduce theoretical and methodological considerations when conducting design research for and on equity. We highlight four themes: responsive design, endogenous design, designers’ beliefs about diversity and equity, and designing equitable critical dialogue. We discuss how our approaches use equity as an analytic lens and in doing so, we begin to address an overarching concern: what happens when we foreground equity as a tenet of design research?

Sub Unit

• Division G - Social Context of Education / Division G - Section 5: Inquiry and Transformations

Chair

• Katie Headrick Taylor, University of Washington - Seattle

Papers

• Responsive Facilitation and Iterative Design: An Approach for Engaging Underrepresented Youth in STEM - Dionne N Champion, TERC

• Endogenous Design as a Framework for Equity - Anna Bethune, Northwestern University

• Designers' Beliefs About Diversity and Equity - Krystal R. Villanosa, Northwestern University

• Designing Critical Dialogue for Equity - Amy Chang, Northwestern University School of Education and Social Policy Human Development and Social Policy