10,168
Views
248
CrossRef citations to date
0
Altmetric
GUEST INTRODUCTION

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

&

References

  • Ali, A. I. (2016). Citizens under suspicion: Responsive research with community under surveillance. Anthropology & Education Quarterly, 47(1), 78–95.
  • Bakhtin, M. M. (1981). The dialogic imagination: Four essays (M. Holquist, Ed.; C. Emerson & M. Holquist, Trans.). Austin, TX: University of Texas Press.
  • Bang, M. (in press). Epistemic heterogeneity and field STEM: Possibilities for equity and change. Science Education.
  • Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016). Community-based design research: learning across generations and strategic transformations of institutional relations toward axiological innovations. Mind, Culture, and Activity, 23(1), 1–14.
  • Bang, M., & Marin, A. (2015). Nature–culture constructs in science learning: Human/non/human agency and intentionality. Journal of Research in Science Teaching, 52(4), 530–544.
  • Bang, M., & Medin, D. (2010). Cultural processes in science education: Supporting the navigation of multiple epistemologies. Science Education, 94(6), 1008–1026.
  • Bang, M., Medin, D., Washinawatok, K., & Chapman, S. (2010). Innovations in culturally based science education through partnerships and community. In M. Khine and I. Selah (Eds.), New science of learning: Cognition, Computers and Collaboration in Education (pp. 569–592). New York, NY: Springer.
  • Bell, P. (2004). On the theoretical breadth of design-based research in education. Educational Psychologist, 39(4), 243–253.
  • Booker, A. N., Vossoughi, S., & Hooper, P. K. (2014). Tensions and possibilities for political work in the learning sciences. In Proceedings of the International Conference of the Learning Sciences, Boulder, CO.
  • Booker, A., & Goldman S. (2016). Participatory design research as a practice for systemic repair: Doing hand-in-hand math research with families. Cognition & Instruction, 34(3).
  • Brown, A. L. (1992). Design experiments: Theoretical and methodological challenges in creating complex interventions in classroom settings. The Journal of the Learning Sciences, 2(2), 141–178.
  • Cammarota, J., & Fine, M. (2008). Youth participatory action research. In M. Fine & J. Cammarota (Eds.), Revolutionizing Education: Youth Participatory Action Research in Motion (pp. 1–12), New York, NY: Routledge.
  • Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in educational research. Educational Researcher, 32(1), 9–13.
  • Coburn, C. E., Penuel, W. R., & Geil, K. E. (2013). Research-practice partnerships: A strategy for leveraging research for educational improvement in school districts. New York, NY: William T. Grant Foundation.
  • Cole, M. (1996). Cultural psychology: A once and future discipline. Cambridge, MA: Harvard University Press.
  • Cole, M. (2007). Sustaining model systems of educational activity: Designing for the long haul. In J. Campione, K. Metz & A. S. Palinscar (Eds.), Children's learning in and out of school: Essays in honor of Ann Brown (pp. 71–89). New York, NY: Taylor & Francis.
  • Cole, M., & Griffin, P. (1983). A socio-historical approach to re-mediation. The Quarterly Newsletter of the Laboratory Comparative Human Cognition, 5(4), 69–74.
  • Dee, T., & Penner, E. (2016). The causal effects of cultural relevance: evidence from an ethnic studies curriculum. National Bureau of Economic Research.
  • Edwards, A. (2005). Relational agency: Learning to be a resourceful practitioner. International Journal of Educational Research, 43(3), 168–182.
  • Edwards, A. (2007). Relational agency in professional practice: A CHAT analysis. Actio: An International Journal of Human Activity Theory, 1, 1–17.
  • Edwards, A. (2009). Agency and Activity Theory: From the systemic to the relational. In A. Sannino, H. Daniels, and K. Guttierez (Eds.), Learning and Expanding with Activity Theory (pp. 197–211). Cambridge, MA: Cambridge University Press.
  • Ehret, C., & Hollett, T. (2016). Affective dimensions of participatory design research in informal learning environments: Placemaking, belonging, and correspondence. Cognition and Instruction, 34(3), 250–258.
  • Engeström, Y. (1987). Learning by expanding: An activity-theoretic approach to developmental research. Helsinki, Finland: Orienta-Konsultit.
  • Engeström, Y. (1996a). Developmental work research as educational research. Nordisk Pedagogik: Journal of Nordic Educational Research, 16(5), 131–143.
  • Engeström, Y. (1996b). Development as breaking away and opening up: A challenge to Vygotsky. Swiss Journal of Psychology, 55, 126–132.
  • Engeström, Y. (2011). From design experiments to formative interventions. Theory & Psychology, 21(5), 598–628.
  • Engeström, Y., Engeström, R., & Kerosuo, H. (2003). The discursive construction of collaborative care. Applied Linguistics, 24(3), 286–315.
  • Engeström, Y., & Sannino, A. (2010). Studies of expansive learning: Foundations, findings and future challenges. Educational research review, 5(1), 1–24.
  • Engeström, Y., Sannino, A., & Virkkunen, J. (2014). On the methodological demands of formative interventions. Mind, Culture, and Activity, 21(2), 118–128.
  • Erickson, F. (1984). What makes school ethnography “ethnographic”? Anthropology & Education Quarterly, 15(1), 51–66.
  • Erickson, F. (1994). Where the action is: On collaborative action research in education. Bulletin of the Council for Research in Music Education, 10–25.
  • Erickson, F. (1996). On the evolution of qualitative approaches in educational research: From Adam's task to Eve's. The Australian Educational Researcher, 23(2), 1–15.
  • Erickson, F. (2004). Talk and social theory: Ecologies of speaking and listening in everyday life, No. 123. Cambridge, UK: Polity Press.
  • Erickson, F. (2006). Studying side by side: Collaborative action ethnography in educational research. In G. Spindler & L. Hammond (Eds.), Innovations in educational ethnography: Theory, methods and results (pp. 235–257). Mahwah, NJ: Lawrence Erlbaum.
  • Erickson, F. (2014). Scaling down: A modest proposal for practice-based policy research in teaching. Education Policy Analysis Archives, 22(1–9), 1–9.
  • Espinoza, M. L. (2008). Humanization and social dreaming: A case study of changing social relations in a summer migrant educational program. (Doctoral dissertation), UCLA, Los Angeles, CA.
  • Espinoza, M. L. (2009). A case study of the production of educational sanctuary in one migrant classroom. Pedagogies: An International Journal, 4(1), 44–62.
  • Espinoza, M. L., & Vossoughi, S. (2014). Perceiving learning anew: Social interaction, dignity, and educational rights. Harvard Educational Review, 84(3), 285–313.
  • Faber, L. (2016). Rethinking research: Learning opportunities within a Native American urban context. Journal of American Indian Education, 55(1).
  • Fanon, F. (1965). A dying colonialism. New York, NY: Grove Press.
  • Fine, M., Torre, M. E., Boudin, K., Bowen, I., Clark, J., Hylton, D.Upegui, D. (2003). Participatory action research: From within and beyond prison bars. In P. M. Camic, J. E. Rhodes, & L. Yardley (Eds.), Qualitative research in psychology: Expanding perspectives in methodology and design (pp. 173–198). Washington, DC: American Psychological Association.
  • Fishman, B., Konstantopoulos, S., Kubitskey, B. W., Vath, R., Park, G., Johnson, H., & Edelson, D. C. (2013). Comparing the impact of online and face-to-face professional development in the context of curriculum implementation. Journal of Teacher Education, 64(5), 426–438. doi:10.1177/0022487113494413
  • Giddens, A. (1984). The constitution of society: Outline of the theory of structuration. Berkeley and Los Angeles, CA: University of California Press.
  • Goodwin, C. (1994). Professional vision. American Anthropologist, 96(3), 606–633.
  • Goodwin, C. (2000). Action and embodiment within situated human interaction. Journal of Pragmatics, 32(10), 1489–1522.
  • Gramsci, A. (1972). L'Alternativa Pedagogica [The Pedagogical Alternative]. Edited by MA Manacorda. Florence, Italy: La Nuova Italia.
  • Gundaker, G. (2007). Hidden education among African Americans during slavery. The Teachers College Record, 109(7), 1591–1612.
  • Gutiérrez, K. D. (2008). Developing a sociocritical literacy in the third space. Reading Research Quarterly, 43(2), 148–164.
  • Gutiérrez, K. (2013). Foreword. In K. Hall, T. Cremin, B. Comber, & L. Moll (Eds.), International handbook of research on children's literacy, learning, and culture (pp. 29–36). New York, NY: Wiley-Blackwell.
  • Gutiérrez, K. (2014). Integrative research review: Syncretic approaches to literacy learning. Leveraging horizontal knowledge and expertise. In P. Dunston, L. Gambrell, K. Hadley, S. Fullerton, & P. Stecker (Eds.), 63rd literacy research association yearbook (pp. 48–61). Altamonte Springs, FL: Literacy Research Association.
  • Gutiérrez, K. D., Baquedano-López, P., & Tejeda, C. (1999). Rethinking diversity: Hybridity and hybrid language practices in the third space. Mind, Culture, and Activity, 6(4), 286–303.
  • Gutiérrez, K. D., Morales, P. Z., & Martinez, D. C. (2009). Re-mediating literacy: culture, difference, and learning for students from nondominant communities. Review of Research in Education, 33, 213–245.
  • Gutiérrez, K. D., & Orellana, M. F. (2006). At last: The “problem” of English learners: Constructing genres of difference. Research in the Teaching of English, 40(4), 502–507.
  • Gutiérrez, K., & Penuel, W. R. (2014). Relevance to practice as a criterion for rigor. Educational Researcher, 43(1), 19–23.
  • Gutiérrez, K., & Vossoughi, S. (2010). “Lifting off the ground to return anew”: Documenting and designing for equity and transformation through social design experiments. Journal of Teacher Education, 61(1–2), 100–117.
  • Hall, S. (1996). Race, articulation, and societies structured in dominance (Papers). Sociological theories: Race and colonialism. Paris, France: UNESCO.
  • Hall, R., & Horn, I. (2012). Talk and conceptual change at work: Adequate representation and epistemic stance in a comparative analysis of statistical consulting and teacher workgroups. Mind, Culture, and Activity, 19(3), 240–258.
  • Hall, R., & Jurow, A. S. (2015). Changing concepts in activity: Descriptive and design studies of consequential learning in conceptual practices. Educational Psychologist, 50(3), 173–189.
  • Haapasaari, A., Engeström, Y., & Kerosuo, H. (2014). The emergence of learners' transformative agency in a Change Laboratory intervention. Journal of Education and Work, 29(2), 1–31.
  • Hicks, D. (2000). Self and other in Bakhtin's early philosophical essays: Prelude to prose consciousness. Mind, Culture, and Activity, 7(3), 227–242.
  • Holland, D., & Lave, J. (2001). History in person. Enduring Struggles: Contentious practice, intimate identities, 1–32.
  • Holland, D., & Leander, K. (2004). Ethnographic studies of positioning and subjectivity: An introduction. Ethos, 32(2), 127–139.
  • Hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. London, UK: Routledge.
  • Ingold, T. (2000). The perception of the environment: Essays on livelihood, dwelling and skill. New York, NY: Routledge.
  • Ingold, T. (2001). From the transmission of representations to the education of attention. In H. Whitehouse (Ed.), The debated mind: Evolutionary psychology versus ethnography (pp. 113–153), New York, NY: Berg.
  • Kelley, R. (1996). Race rebels: Culture, politics, and the black working class. New York, NY: The Free Press.
  • Kirshner, B. (2010). Productive tensions in youth participatory action research. Yearbook of the National Society for the Study of Education, 109(1), 238–251.
  • Lee, C. D. (2001). Is October Brown Chinese? A cultural modeling activity system for underachieving students. American Educational Research Journal, 38(1), 97–141.
  • Lee, C. D. (2008). The centrality of culture to the scientific study of learning and development: How an ecological framework in education research facilitates civic responsibility. Educational Researcher, 37(5), 267.
  • Lemke, J. (2002). Ideology, intertextuality, and the communication of science. In P. H. Fries, M. Cummings, D. Lockwood, & W. Spruiell (Eds.), Relations and functions within and around language (pp. 32–55). New York, NY: Continuum.
  • Marcus, G. E. (1995). Ethnography in/of the world system: The emergence of multi-sited ethnography. Annual Review of Anthropology, 24, 95–117.
  • Martin, D. B. (2009). Researching race in mathematics education. The Teachers College Record, 111(2), 295–338.
  • Matusov, E. (1996). Intersubjectivity without agreement. Mind, Culture, and Activity, 3(1), 25–45.
  • Matusov, E. (1998). When solo activity is not privileged: Participation and internalization models of development. Human Development, 41(5–6), 326–349.
  • Medin, D. L., & Bang, M. (2014). Who's asking?: Native science, western science, and science education. Cambridge, MA: MIT Press.
  • Mirra, N., Garcia, A., & Morrell, E. (2015). Doing youth participatory action research: Transforming inquiry with researchers, educators, and students. New York, NY: Routledge.
  • Moll, L. C. (2010). Mobilizing culture, language, and educational practices fulfilling the promises of Mendez and Brown. Educational Researcher, 39(6), 451–460.
  • Moses, R., Kamii, M., Swap, S. M., & Howard, J. (1989). The algebra project: Organizing in the spirit of Ella. Harvard Educational Review, 59(4), 423–444.
  • Nasir, N. S. (2000). “Points ain't everything”: Emergent goals and average and percent understandings in the play of basketball among African American students. Anthropology & Education Quarterly, 31, 283–305.
  • Nasir, N. (2002). Identity, goals, and learning: Mathematics in cultural practice. Mathematical Thinking and Learning, 4, 213–247.
  • Nasir, N., & Hand, V. (2006). Exploring sociocultural perspectives on race, culture, and learning. Review of Educational Research, 76, 449–475.
  • Nasir, N., Rosebery, A. S., Warren, B., & Lee, C. D. (2006). Learning as a cultural process: Achieving equity through diversity. In K. Sawyer (Ed.), Handbook of the learning sciences (pp. 489–504). Cambridge, UK: Cambridge University Press.
  • Packer, M. (2010). The science of qualitative research. Cambridge, MA: Cambridge University Press.
  • Paris, D., & Winn, M. T. (2013). Humanizing research: Decolonizing qualitative inquiry with youth and communities. Thousand Oaks, CA: Sage.
  • Patel, L. (2016). Decolonizing Educational Research: From Ownership to Answerability. New York, NY: Routledge.
  • Penuel, W. R., Fishman, B. J., Cheng, B. H., & Sabelli, N. (2011). Organizing research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331–337.
  • Penuel, W. R., Coburn, C. E., & Gallagher, D. J. (2013). Negotiating problems of practice in research–practice design partnerships. National Society for the Study of Education Yearbook, 112(2), 237–255.
  • Penuel, W. R., Allen, A. R., Coburn, C. E., & Farrell, C. (2015). Conceptualizing research–practice partnerships as joint work at boundaries. Journal of Education for Students Placed at Risk (JESPAR), 20(1–2), 182–197.
  • Philip, T. M., & Azevedo, F. S. (in press). Everyday science learning and equity: Mapping the contested terrain. Science Education.
  • Phippen, J. W. (2015, July 19). How one law banning ethnic studies led to its rise. The Atlantic. Retrieved from http://www.theatlantic.com/education/archive/2015/07/how-one-law-banning-ethnic-studies-led-to-rise/398885/.
  • Richardson, T. (2011). Navigating the problem of inclusion as enclosure in native culture-based education: Theorizing shadow curriculum. Curriculum Inquiry, 41(3), 332–349.
  • Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010). “The coat traps all your body heat”: Heterogeneity as fundamental to learning. Journal of the Learning Sciences, 19(3), 322–357.
  • Rosebery, A., & Warren, B. (Eds.). (2008). Teaching science to English language learners. Arlington, VA: National Science Teachers Association Press.
  • Sandoval, W. A., & Bell, P. (2004). Design-based research methods for studying learning in context: Introduction. Educational Psychologist, 39(4), 199–201.
  • Sannino, A. (2008). From talk to action: Experiencing interlocution in developmental interventions. Mind, Culture, and Activity, 15(3), 234–257.
  • Sannino, A. (2011). Activity theory as an activist and interventionist theory. Theory & Psychology, 21(5), 571–597.
  • Sannino, A. (2015). The principle of double stimulation: A path to volitional action. Learning, Culture and Social Interaction, 6, 1–15.
  • Scott, J. C. (1990). Domination and the arts of resistance: Hidden transcripts. New Haven, CT: Yale University Press.
  • Shea, M., & Ryoo, J. (2015). Personal communication. See also http://researchandpractice.org/wp-content/uploads/2015/11/Value-Mapping_Nov2015.pdf.
  • Shotter, J. (1993). Conversational realities: Constructing life through language (vol. 11). Thousand Oaks, CA: Sage.
  • Shotter, J. (2005). Goethe and the refiguring of intellectual inquiry: From “aboutness”-thinking to “withness”-thinking in everyday life. Janus Head, 8(1), 132–158.
  • Smith, L. T. (1999). Decolonizing methodologies: Research and indigenous peoples. Zed Books.
  • Smith, G. H. (2004). Mai i te maramatanga, ki te putanga mai o te tahuritanga: From conscientization to transformation. Educational Perspectives, 37(1), 46–52.
  • Star, S. L. (1991). The sociology of the invisible: The primacy of work in the writings of Anselm Strauss. In D. Maines (Ed.), Social Organization and Social Process: Essays in Honor of Anselm Strauss (pp. 265–283), New York, NY: Aldine de Gruyter Hawthorne.
  • Suchman, L. (1996). Supporting articulation work. In R. Kling (Ed.), Computerization and controversy: Value conflicts and social choices (pp. 407–423). San Francisco, CA: Morgan Kaufman.
  • Svihla, V. (2014). Advances in design-based research. Frontline Learning Research, 2(4), 35–45.
  • Talero, M. L. (2008). The experiential workspace and the limits of empirical investigation. International Journal of Philosophical Studies, 16, 453–472.
  • Tejeda, C. (2008). Dancing with the dilemmas of a decolonizing pedagogy. Radical History Review, 102, 27–31.
  • Vakil, S., de Royston, M. M., Nasir, N., & Kirshner, B. (2016). Rethinking race and power in design-based research: Reflections from the field. Cognition & Instruction, 34(3).
  • Vossoughi, S., & Escudé, M. (2016). What does the camera communicate? An inquiry into the politics and possibilities of video research on learning. Anthropology & Education Quarterly, 47(1), 42–58.
  • Vossoughi, S., & Gutiérrez, K. (2014). Studying movement, hybridity, and change: Toward a multi-sited sensibility for research on learning across contexts and borders. National Society for the Study of Education, 113(2,) 603–632.
  • Vossoughi, S. (2014). Social analytic artifacts made concrete: A study of learning and political education. Mind, Culture, and Activity, 21(4), 353–373.
  • Vygotsky, L. S. (1978). Mind in society (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds.).
  • Warren, B., Ballenger, C., Ogonowski, M., Rosebery, A. S., & Hudicourt-Barnes, J. (2001). Rethinking diversity in learning science: The logic of everyday sense-making. Journal of Research in Science Teaching, 38, 529–552.
  • Warren, B., & Rosebery, A. (2011). Navigating interculturality: African American male students and the science classroom. Journal of African American Males in Education, 2, 98–115.
  • Whyte, W. F. E. (1991). Participatory action research. Thousand Oaks, CA: Sage Publications, Inc.
  • Wortham, S. (2004). The interdependence of social identification and learning. American Educational Research Journal, 41(3), 715–750.
  • Wortham, S. (2006). Learning identity: The joint emergence of social identification and academic learning. Cambridge, MA: Cambridge University Press.
  • Yates, L. (2015). Rethinking prefiguration: Alternatives, micropolitics and goals in social movements. Social Movement Studies, 14(1), 1–21.
  • Zavala, M. (2013). What do we mean by decolonizing research strategies? Lessons from decolonizing, Indigenous research projects in New Zealand and Latin America. Decolonization: Indigeneity, Education & Society, 2(1), 55–71.
  • Zavala, M. (2016). Design, participation, and social change: What design in grassroots spaces can teach learning scientists. Cognition & Instruction, 34(3).

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.