Value-laden concepts like equity, engender surface level mutual agreements around their import in design, and classroom practice, but are often poorly examined within a single individual, and even less frequently examined and discussed, within partnerships. Engaging in what Schon called, the reflective turn [5], that is examining motivation and values, from the perspective of the other, offers partnerships a means to uncover and examine their notions of equity, and expose points of agreement and divergence. The qualitative findings, drawn from interviews and design meeting notes describe the variation in participants’ understanding of design equity goals, educational outcomes that would contribute to these broader equity goals, and the kind of curricular design features that would facilitate such educational outcomes. Making these varied conjectures visible in strategically facilitated co-design meetings led to design team members drawing from an expanded reservoir of conceptual possibilities for delivering equity outcomes through the designed lessons.

Published in: London International Conference on Education (LICE-2020)

  • Date of Conference: 23-25 November 2020
  • DOI: 10.2053/LICE.2020.0034
  • ISBN: 978-1-913572-22-8
  • Conference Location: London, UK