Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making

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Correction Statement

This article was originally published with errors, which have now been corrected in the online version. Please see Correction (http://dx.doi.org/10.1080/07370008.2023.2261165)

Notes

1 Our use of this term is grounded in the cultural–historical notion of re-mediation, as distinct from remediation, which is often organized around a return to basic skills, reductive forms of assistance and ideologies of pathology. As Gutiérrez and Vossoughi (2010, p. 102) write, “Instead of emphasizing basic skills and problems as located in the individual, re-mediation involves a reorganization of the entire ecology for learning and ‘a shift in the way that mediating devices regulate coordination with the environment’ (Cole & Griffin, 1983, p. 70). Development here involves ‘systems reorganization’ in which designing for deep learning requires a ‘social system's reorganization’ (Cole & Griffin, 1983, p. 73), where multiple forms of mediation are in play.” Similarly, we view role re-mediations within PDR as reflective of systems-level reorganizations, both resulting from and potentially engendering shifts in the activity system.