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<p>This article presents the results of a multiple case study that explored the ways learning, design, and technology (LDT) scholars negotiate issues of social justice in their practice and research. Using Stake’s (2009) multiple case study, we examined the design practices of 4 scholars, looking across contexts to understand participants’ design practices, as well as the connections between those practices, their perspectives, and the local context. We found that attending to social justice requires a reflexive, reflective approach situated within understandings related to designer positionality and power. Design practices were employed to address justice-based tensions that emerged around project goals, perceived roles, and power dynamics. This study provides insight into the ways current scholars are taking up issues of social justice by engaging in a critical, responsive approach to design. </p>

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Negotiating social justice issues in research and practice in the field of learning, design, and technology: a multiple case study

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月17日

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  • Katherine Walters,
  • T. J. Kopcha

摘要

This article presents the results of a multiple case study that explored the ways learning, design, and technology (LDT) scholars negotiate issues of social justice in their practice and research. Using Stake’s (2009) multiple case study, we examined the design practices of 4 scholars, looking across contexts to understand participants’ design practices, as well as the connections between those practices, their perspectives, and the local context. We found that attending to social justice requires a reflexive, reflective approach situated within understandings related to designer positionality and power. Design practices were employed to address justice-based tensions that emerged around project goals, perceived roles, and power dynamics. This study provides insight into the ways current scholars are taking up issues of social justice by engaging in a critical, responsive approach to design.