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Cultural-Historical Activity Theory Approaches to Design-Based Research (Paperback)
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Cultural-Historical Activity Theory Approaches to Design-Based Research (Paperback)
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Most intervention research in education aims to demonstrate the
efficacy of specific programs and practices. The assumption is that
if researchers can produce evidence-based programs that work in a
variety of settings, educators will take them up on a large scale.
Unfortunately, this approach largely neglects the role that
out-of-school experiences can and do play in learning, and assumes
that contexts are peripheral to intervention success. However, we
know from decades of research that contexts profoundly shape the
nature and effects of interventions. Further, researchers may
produce interventions that are not usable or sustainable when they
do so without incorporating the voices of educators, community
members, and families. Design-based research offers a more
collaborative approach to organizing for equitable educational
change. This approach to developing and testing innovations in
classrooms (and other settings) intertwines design and research
closely. The essays in this volume draw on inspiration from the
work of L.S. Vygotsky and his colleagues, highlighting ways that
design research can foreground cultural, historical, and
institutional processes as central constituents of learning. Each
essay considers concrete ways that institutional contexts shape
interventions; how design can support the agency of local
participants in developing new learning arrangements and resources;
and how communities can organize both with and without
researcher-interventionists to address historical inequities linked
to race, language, and poverty. As an ensemble, these essays offer
productive new approaches for expanding design research
methodologies to encompass both issues and contexts that have often
been absent in most learning sciences research. This book was
originally published as a special issue of The Journal of the
Learning Sciences.
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