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Title
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Co-design as Infrastructuring with Attention to Power: Building Collective Capacity for Equitable Teaching and Learning Through Design-Based Implementation Research
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Abstract/Description
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I argue in this chapter that we can make co-design more reliable, but that it requires a shift in how we think about the purposes of co-design and also its relationship to the organizational contexts in which co-design takes place. To summarize this argument briefly, co-design must be embedded within long-term research-practice partnerships in which external partners (e.g., researchers) and teachers in joint work to evaluate and iterate upon both the processes and products of design. Second, design must focus on the goal of promoting collective capacity and be motivated by a concern for democratizing the process of innovation and professional renewal. Third, to accomplish this goal, design must focus both on curriculum and on redesigning the infrastructures that support the effective implementation of curricula. I illustrate what this approach looks like by drawing on the experiences of a research-practice partnership in Colorado (USA).
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Date
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2019
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In publication
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Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning
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Editor
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Pieters, Jules
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Voogt, Joke
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Pareja Roblin, Natalie
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Pages
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387-401
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Publisher
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Springer Nature
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IRE Approach/Concept
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Co-Design
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Research Practice Partnership (RPP)
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Sustainability
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Collaborative Curriculum Design
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Infrastructuring
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Design-Based Implementation Research (DBIR)
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Language
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English
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Open access/full-text available
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en
Yes
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Citation
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Bakah, M. B. A., Nihuka, K. A., & Anto, A. G. (2019). Fostering the Sustainability of Curriculum Innovations Through Curriculum Design. In J. Pieters, J. Voogt, & N. Pareja Roblin (Eds.), Collaborative Curriculum Design for Sustainable Innovation and Teacher Learning. Springer Nature. https://doi.org/10.1007/978-3-030-20062-6
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