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Area 2 > Topic 2C: CBDR _ Texts > Flashcards

Topic 2C: CBDR _ Texts Flashcards

1
Q

Studying Movement, Hybridity and Change (Vossoughi & Gutierrez, 2014): Elements of a multisited sensibility

A
  • learning as movement across borders and contexts
  • practices are developed across time and space
  • phenomenon studied across 2 or more activity systems
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2
Q

Multisited sensiblity and equity (Vossoughi & Gutierrez, 2014)

A

central to equitable research with non-dominant communities

resisting deficit:
- learning as an ongoing process
- learning as happening across settings
- these processes and shifts as units of analysis
- beyond normative definitions of what counts as learning
- vertical and horizontal forms of learning
- understanding participants on their own terms
- concerned with displacement, hybridity and multiply constituted subjectivities

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3
Q

multisited sensibility and immigrant and diasporic communities (Vossoughi & Gutierrez, 2014)

A

everyday practice is interplay between transnational, national and local contexts

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4
Q

multisited sensibility: who/what do you follow? (Vossoughi & Gutierrez, 2014)

A

people
thing
metaphor
plot/story
biography
conflict
(song)
etc.

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5
Q

Social Design Based Research
(G&J, 2016)

A

an approach to design research that is organized around a commitment to transforming the educational and social circumstances of members of nondominant communities as a means of promoting social equity and learning

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6
Q

Goals of Social Design Based Research
(G&J, 2016)

A
  1. organize viable pathways for non-dominant communities to participate in and create new forms of social action
  2. contextualize pathways in cultural historicity
  3. transform social and educational institutions in the process
  4. conscious historical actors who design for their own futures
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7
Q

How does Social Design Based Research accomplish its goals?
(G&J, 2016)

A
  • syncretism in design: reconciliation of non-dominant repertoires of practices with conflicting dominant forms
  • center equity and social transformation in the design and implementation
  • meaningful involvement of partners and communities
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8
Q

Design-Based Research (as described in G&J 2016; Getal 19)

A
  • issues related to study of learning and instruction
  • formative intervention
  • ecologically valid experimentation
  • context-sensitive
  • problem-focused
  • innovative approaches for educational improvement
  • study learning in the real world
  • understand how complex ecologies support learning
  • beyond narrow measures of learning
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9
Q

What Social Design Based Research adds to DBR
(G&J, 2016)

A
  • part of the process of social transformation of social institutions and their relations
  • equity as a goal
  • building critical consciousness (historicity) alongside access to cultural capital
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10
Q

Syncretism (Social Design Based Research
(G&J, 2016))

A

reconciliatin of non-dominant repertoires of practice with conflicting dominant forms

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11
Q

Community-Based Design Research (Bang et al, 2016): Responding to what calls?

A
  • for creative, deliberate and consequential interventions
  • engagement between cultural community psychology and CHAT
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12
Q

Community-Based Design Research (Bang et al, 2016): Goals

A
  • formative interventions
  • decolonizing methodologies
  • social-design experiments
  • cultural-community psychology
  • CHAT
  • AXIOLOGICAL INTERVENTIONS
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13
Q

Community-Based Design Research (Bang et al, 2016): What is it informed by?

A
  • Transformative praxis
  • Social transformation
  • Improving the well-being of communities
  • Justice-oriented interventions
  • Cultivating axiological innovations
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14
Q

Community-Based Design Research (Bang et al, 2016): How are its goals achieved?

A
  • Learning across generations
  • strategic transformation of institutional relations

In practice:
- privileges and engages indigenous ways of knowing
- decenters research institutions
- positions humans as part of the natural world
- shift from object-oriented to relationality focused

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15
Q

Axiological Innovations (Community-Based Design Research (Bang et al, 2016))

A

theories
practices
values
ethics
aesthetics
…of communities

“what is good, right, true and beautiful”

^how these shape meaning making

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16
Q

Participatory Design Research (B&V, 2016): connected traditions / sensibilities

A

DBR
Design Based Implementations Research
Formative Interventions
Social Design Experiments
Researcher-Practitioner Partnerships
Community-based design experiments

17
Q

Participatory Design Research (B&V, 2016): Connections to participatory resaerch

A
  • PAR
  • YPAR
  • Collaborative Action Research
  • Decolonizing methodologies
18
Q

Participatory Design Research (B&V, 2016): Commonalities across connected traditions and other forms of participatory research

A

attend to normative power dynamics are reinscribed into roles and relations b/w ‘researcher’ and ‘researched’

deliberately disrupt or create new roles and relations for TRANSFORMATIVE ENDS

19
Q

Participatory Design Research (B&V, 2016): Difference b/w connected traditions and other forms of participatory research

A

Other research may be achieving the relational commitments of PDR, but are not making it as explicit as PDR calls for

20
Q

Elements of Participatory Design Research (B&V, 2016)

A
  • is a theory and a method
  • commitments to collaborative design processes
  • critiques of normative hierarchies of power
  • imagining possible futures
  • attention to what forms of knowledge are generated how, why, where, and by whom
21
Q

Participatory Design Research attends to the way in which ________ shape processes of partnering and the forms of learning that emerge in partnerships (3 things) (B&V, 2016):

A
  1. critical historicity
  2. power
  3. relational dynamics
22
Q

How are other research methods similar to PDR (ex. PAR, community-based design experiments) different from it?

A

they might be achieving the relational commitments of PDR, but may not be making it as explicit as PDR calls for

23
Q

Describe the ‘researcher’ / ‘researched’ relationship in PDR

A
  • researcher becomes part of the researched
  • processes of partnering as units of analysis
  • forms of relational activity are made visible
  • emphasis on subject-subject relationships
24
Q

What are the key ideas of PDR?

A
  • historicity
  • equity
  • axiological innovations
  • subject-subject relations
  • role re-mediation
25
Q

How is equity understood within PDR?

A

more than apprenticing into codes of power

must be paired with an understanding of epistemic heterogeneity

26
Q

Dynamics of invisibility and critical reflexivity in PDR

A
  • making relational parts of design and educational activity **visible
  • transformative agency
  • subject-subject relationships
27
Q

Sustainability, Longevity and Life Course of Interventions in PDR

A
  • disrupting notions of beginning / end
28
Q

Axiological interventions in 3-parts according to PDR

A
  1. asking _how do_ questions that reflect critical historicity

in order to

  1. ask different how can questions that create new relations and expanded, liberatory forms of activity

to

  1. ask _how do_ questions that characterize and account for learning and development within such innovative activity systems
29
Q

Prolepctic approach to SDBE’s

A

method of inquiry organized around imagining what is “not yet”

bringing the past into the present to write the future

anticipating possible futures

important to the development of historical actors who become designers of their own futures

30
Q

Why is everyday learning important in Social Design Experiments (Gutiérrez, 2018)

A

Learning to see what is **consequential **in everyday practice

Accomplishes:
-** not starting with deficit**: seeing ingenuity instead of incompetence

31
Q

Proleptic and Utopian dimensions of SDBE’s (Guitiérrez, 2018)

A

imagine new forms of learning and schooling to imagine new social futures

32
Q

Seeing is socially situated and hisotorically constituted in SDBE’s (Guitiérrez, 2018)

A

How we see has a history

33
Q

Why “experiment” in SDBE’s? (Guitiérrez, 2018)

A
  • reclamation of the word experiment (problematic history)
  • traditional aim of design experiments as theoretically grounded interventions
  • reclaiming the original intent: a trial to take action in the world and see the consequences; acting in the world, not just theorizing
34
Q

Methodological imperatives in learning as movement (G et al, 2019)

A

learning is made consequential in peoples movement across practices

multisited sensibility: paying attention to which tools enable/constrain movement

35
Q

Additional contributions of Learning as Movement in SDBE’s: Play as leading activity (g et al 19)

A

Designing around leading activity

Ingenuity

Intergenerational

Play as leading activity

36
Q

Examples used in play as leading activity (G et al, 19)

A
  • Youth’s practice across settings
  • Fuller understanding of how tools in practice travel and are expanded and repurposed

Examples:
- origami
- video games

37
Q

Ingenuity (in play as leading activity)

A

in family practices: playfulness, resourcefulness, making, tinkering, fixing, border crossing

as a theoretical focus

playful imagination (vygotsky)

38
Q

Leading activity (g et al, 2019)

A

activity that offers optimal conditions for currently developing cognitive functions while building the foundation for cognitive functions that develop thereafter

(leading activity engages the ZPD)

Area 2 (3 decks)

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