Role Remediation in a Participatory Design Community for Diverse Formal and Informal Educators

• In Event: Participatory and Community-Driven Design in Research on Learning

Abstract

To address the long-standing struggle with power in educational design and research, participatory design attempts to disrupt traditional hierarchies through the remediation of the normatively enforced roles of researchers and the researched. There exists a need to identify practices that successfully support or hinder role remediation in participatory design communities. This study describes the HEAL Design Lab, a participatory effort to develop youth programs that leverage visual arts to engage learners in the science of zoonotic disease systems, including COVID-19, through design partnerships with educators. We discuss preliminary findings of participatory practices that elicited role remediation as well as breakdowns that hindered role remediation in the Design Lab. Implications for future work and broader participatory approaches are discussed.

Authors

• Elizabeth Grace, Washington State University - Spokane

• Kristin Saba Fisher, Washington State University

• Molly Louise Kelton, WA

• Alison White, Washington State University

• AnaMaria Diaz Martinez, Washington State University

• Jeb P. Owen, Washington State University

• Patricia L. Saraniero, Moxie Research

• David H. Garcia

• Robert William Danielson, Washington State University - Spokane