Re-mediating Relations Through Co-design: Redistributing Researcher, Teacher, and Learner Expertise

• In Event: AERA Research in Progress Roundtable Session Four
  In Invited Roundtable: Research-in-Progress RT046 (Saturday)

Abstract

This study investigates how co-design can re-mediate relations between researchers, teachers, and learners to cultivate more equitable elementary classrooms. Framed by the theoretical constructs of expansive learning and re-mediation, the study utilizes a participatory and solidary-driven co-design approach to disrupt normative power dynamics both at the level of classroom learning and at the level of research about classroom learning. The design team is collaboratively redesigning mandated curriculum. Conjecture mapping will guide analysis of design session artifacts, interviews, and classroom observations. This research will evaluate how co-design processes and tools can redistribute expertise in classrooms and in research partnerships to foster transformative learning. This work offers significant insights for educators navigating restrictive curriculum mandates.

Author

• Molly C. Marek, University of Texas at Austin