Co-design as Infrastructuring with Attention to Power: Building Collective Capacity for Equitable Teaching and Learning Through Design-Based Implementation Research
Item
Title
Co-design as Infrastructuring with Attention to Power: Building Collective Capacity for Equitable Teaching and Learning Through Design-Based Implementation Research
Abstract/Description
I argue in this chapter that we can make co-design more reliable, but that it requires a shift in how we think about the purposes of co-design and also its relationship to the organizational contexts in which co-design takes place. To summarize this argument briefly, co-design must be embedded within long-term research-practice partnerships in which external partners (e.g., researchers) and teachers in joint work to evaluate and iterate upon both the processes and products of design. Second, design must focus on the goal of promoting collective capacity and be motivated by a concern for democratizing the process of innovation and professional renewal. Third, to accomplish this goal, design must focus both on curriculum and on redesigning the infrastructures that support the effective implementation of curricula. I illustrate what this approach looks like by drawing on the experiences of a research-practice partnership in Colorado (USA).
Author/creator
Date
Pages
387-401
Publisher
Springer Nature
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Edited Collection/Anthology
IRE Approach/Concept
Featured case/project
Open access/full-text available
Yes
Citation
Bakah, M. B. A., Nihuka, K. A., & Anto, A. G. (2019). Fostering the Sustainability of Curriculum Innovations Through Curriculum Design. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer Nature. https://doi.org/10.1007/978-3-030-20062-6
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