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Re-mediating designs for equity: making commitments concrete

Re-mediating designs for equity: making commitments concrete The design narrative details how the authors systematically and concretely adapted the design of afterschool club for children and pre-service teachers to respond to the increasingly explicit racism in US political discourse that fueled Trump’s election and coinciding forms of evading race.Design/methodology/approachThe purpose of this paper is to present a design narrative focused on tensions around evading race in our after-school program for predominantly Latinx children and White pre-service teachers; how the authors re-mediated the material, ideational and relational resources of the program to address the tension; and the effects of our re-mediation on the adaptation of the program and how this shaped pre-service teachers’ engagement with children’s racialized experiences.FindingsRe-mediating the design of ideational, relational, and material resources in the afterschool club allowed the designers to address how racial ideologies of color evasiveness limited opportunities for trust and mutual learning between the predominantly White preservice teachers and Latinx children.Research limitations/implicationsThe paper describes how concerns with equity emerged and were addressed in a program in a particular place and time for particular people. It offers a systematic view into the inner-workings of designing for equity and why people’s lived experiences, history and social practices around engaging with processes of racialization and power matter for the design of learning.Practical implicationsThe design narrative suggests practical implications including the need to develop coursework and practicum experiences that support pre-service teachers’ and educators’ study of how power, enacted through racial ideologies of color evasiveness and other forms of epistemic violence, frames and materially impacts our interactions with children from non-dominant groups.Social implicationsTwo social implications from the design narrative include the following: the need to deepen the understandings of the past and present, proud and violent, histories of minoritized communities to organize consequential learning; and the need to recruit more students of color into the programs recognizing that it alone is not adequate for enacting educational justice.Originality/valueAs designers working toward equity, the authors must hold lightly onto their designs, be willing to let go of features that no longer serve the goals and develop new approaches that can help them achieve them. The authors must also attend seriously to the critiques offered by our youth-partners so that they can better support their learning and desires for the future. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Information and Learning Science Emerald Publishing

Re-mediating designs for equity: making commitments concrete

Information and Learning Science , Volume 121 (9/10): 18 – Dec 15, 2020

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Publisher
Emerald Publishing
Copyright
© Emerald Publishing Limited
ISSN
2398-5348
DOI
10.1108/ils-01-2020-0003
Publisher site
See Article on Publisher Site

Abstract

The design narrative details how the authors systematically and concretely adapted the design of afterschool club for children and pre-service teachers to respond to the increasingly explicit racism in US political discourse that fueled Trump’s election and coinciding forms of evading race.Design/methodology/approachThe purpose of this paper is to present a design narrative focused on tensions around evading race in our after-school program for predominantly Latinx children and White pre-service teachers; how the authors re-mediated the material, ideational and relational resources of the program to address the tension; and the effects of our re-mediation on the adaptation of the program and how this shaped pre-service teachers’ engagement with children’s racialized experiences.FindingsRe-mediating the design of ideational, relational, and material resources in the afterschool club allowed the designers to address how racial ideologies of color evasiveness limited opportunities for trust and mutual learning between the predominantly White preservice teachers and Latinx children.Research limitations/implicationsThe paper describes how concerns with equity emerged and were addressed in a program in a particular place and time for particular people. It offers a systematic view into the inner-workings of designing for equity and why people’s lived experiences, history and social practices around engaging with processes of racialization and power matter for the design of learning.Practical implicationsThe design narrative suggests practical implications including the need to develop coursework and practicum experiences that support pre-service teachers’ and educators’ study of how power, enacted through racial ideologies of color evasiveness and other forms of epistemic violence, frames and materially impacts our interactions with children from non-dominant groups.Social implicationsTwo social implications from the design narrative include the following: the need to deepen the understandings of the past and present, proud and violent, histories of minoritized communities to organize consequential learning; and the need to recruit more students of color into the programs recognizing that it alone is not adequate for enacting educational justice.Originality/valueAs designers working toward equity, the authors must hold lightly onto their designs, be willing to let go of features that no longer serve the goals and develop new approaches that can help them achieve them. The authors must also attend seriously to the critiques offered by our youth-partners so that they can better support their learning and desires for the future.

Journal

Information and Learning ScienceEmerald Publishing

Published: Dec 15, 2020

Keywords: Learning; Equity; Praxis; Design narrative; Social design experiments; Teacher education practicum

References