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title: Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making
created: 2021-12-15T17:14:26+00:00
modified: 2023-03-21T19:52:46+00:00
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abstract description: This special issue brings together a set of articles by scholars working to expand equitable forms of learning and teaching that contribute to a socially just democracy—or what we might call “social change making” projects—and to advance fundamental knowledge of learning and development. Many scholars have charted and enacted innovative forms of theory, method, and praxis to extend the possibilities of productively disrupting historically powered relations as part of working towards equity and forms of just democracies. Often these efforts are focused on developing effective interventions that cultivate transformative agency among historically marginalized individuals and communities toward specific and consequential ends. To accomplish these goals, increasingly scholars are focused on the development of theories of learning that account for critical historicity, power, and relationality. This special issue aims to contribute to this scholarship by drawing attention to growing engagements in the field of education with a method that we are calling participatory design research (PDR). The works featured in this special issue are primarily from early career scholars, some in collaboration with more senior scholars, who explore the ways in which PDR is beginning to shape a newer generation of research epistemologies. These epistemologies may be essential for expanding our fundamental knowledge of learning as well as developing theory that can help create sustainable and transformative social change. Our introduction aims to chart some of the emergent contributions and future directions we think PDR may afford.
abstract description: https://www.tandfonline.com/doi/full/10.1080/07370008.2016.1181879
author: Bang, Megan
author: Vossoughi, Shirin
date: 2016
in publication: Cognition and Instruction
volume: 34
issue: 3
pages: 173-193
resource type: Research/Scholarly Media
status: Published Text
genre: Commentary/Editorial
genre: Theoretical
approach concept: Participatory Design Research (PDR)
approach concept: Justice
approach concept: Social Change Making
approach concept: Social Design Experiment/Social Design-Based Experiment (SDBE)
approach concept: Transformative Agency
featured case: Migrant Student Leadership Institute (MSLI)
featured case: Living in Relations
open access: Yes
issn: 0737-0008
doi: https://doi.org/10.1080/07370008.2016.1181879
url: https://www.tandfonline.com/doi/full/10.1080/07370008.2016.1181879
url: https://www.sesp.northwestern.edu/docs/publications/48915198574f2c63dae3d.pdf
apa: Bang, M., & Vossoughi, S. (2016). Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making. Cognition and Instruction, 34(3), 173–193. https://doi.org/10.1080/07370008.2016.1181879
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short title: Participatory Design Research and Educational Justice
catalog: Taylor and Francis+NEJM
extra: Publisher: Routledge _eprint: https://doi.org/10.1080/07370008.2016.1181879
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display title: Solidarity-Driven Codesign: Evolving Methodologies for Expanding Engagement with Familial & Community Expertise

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