Part 3: (Re)writing Student Engagement: What Happens When Students Design

→ Address the types of ideological changes that occur in the classroom space when students address “real” contexts, including:

“The characteristics of white supremacy culture identified by Tema Okunv of Dismantling Racism (dRworks) reads like a list of everything design thinking aims to disrupt:

  • Perfectionism, Only one right way, Either/or thinking, Defensiveness
  • Sense of urgency; Quantity over quality; Progress is bigger, more
  • Worship of the written word
  • Individualism, I’m the only one, Paternalism, Power hoarding
  • Fear of open conflict, Right to comfort
  • Objectivity

Design thinking and human-centered methodologies inherently challenge white supremacy; this is why the adoption of these practices requires structural and cultural change within organizations.” 

“With > for”

“During the “Reimagining Public Safety: Justice, Equity, and Anti-Racism” roundtable, social justice organizer Keellee Coleman makes a powerful intervention: “I want you to be a co-conspirator—I don’t need an ally. I want you to be in the game with me.” At a time when there has been a huge amount of engagement with the term, “ally,” what constitutes an “ally,” who can bestow this term, etc., Coleman redesigns and reframes the conversation to eliminate hierarchies and invite action in the form of co-creation.”

“Since human-centered methodologies are antithetical to the tenets of white supremacy, we must embrace the perpetual need to recommit ourselves to these mindsets.”

→ Potentially a “For Students” section, that mentions how being transparent with students about your strategy and intentions could actually help them lean into the model, making the process better for them? (Toying around with this idea) 

→ How do design thinking, post pedagogy, and ungrading offer a new paradigm? What does the trio suggest in terms of the values we hold as educators?/What does it communicate about our values to students?

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