Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design

Autor/inn/en	Lee, Ung-Sang A.; DeLiema, David; Gomez, Kimberley
Titel	Equity Conjectures: A Methodological Tool for Centering Social Change in Learning and Design
Quelle	In: Cognition and Instruction, 40 (2022) 1, S.77-99 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Ung-Sang A.) ORCID (DeLiema, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-0008
DOI	10.1080/07370008.2021.2010211
Schlagwörter	Social Change; Equal Education; Outcomes of Education; Learning Processes; Instructional Design; Computer Science Education; College School Cooperation; Curriculum Design; Elementary School Teachers; College Faculty; Lesson Plans; Educational Practices; Grade 3; Social Justice; Teacher Attitudes + Suchen Sie Ihr Suchwort? Sozialer Wandel; Lernleistung; Schulerfolg; Learning process; Lernprozess; Lesson concept; Lessonplan; Unterrichtsentwurf; Computer science lessons; Informatikunterricht; Lehrplangestaltung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Fakultät; Lesson planning; Unterrichtsplanung; Bildungspraxis; School year 03; 3. Schuljahr; Schuljahr 03; Soziale Gerechtigkeit; Lehrerverhalten
Abstract	This article offers methodological insights and tools to those engaged in design-based research (DBR) seeking to advance equity-oriented learning and outcomes through co-design. We respond to recent scholarship that points to the inseparability between the assumptions we hold about society and those we hold about learning, and consider how such insights can inform the methods we employ to facilitate learning in DBR. To do so, we examine the affordances of "equity conjectures," statements about how learning remedies socially and historically constructed injustices, within "conjecture mapping," a process frequently used in DBR efforts to make assumptions about learning visible to ground design, implementation, and iterative refinement. We share how we made participants' equity conjectures visible in a research-practice partnership (RPP) between university researchers, elementary computer science (CS) curriculum designers, and elementary school teachers. We examine how making these equity conjectures visible during co-design of equity-focused CS lessons facilitated shifts in both the design process and the CS education practices of participating teachers. Our findings point to the utility of explicitly surfacing equity conjectures in collaborative design efforts aimed at equity and justice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01