Perspectives on the Process of Design from Education and the Design Fields

This chapter explores traditional approaches to educational design that have been predominant in education for the past century, considers the limitations of these approaches for fostering transformative second-order changes in schools in ways that can counter normative hegemonic arrangements, and contemplates the possibilities of approaches to design from design fields and research on participatory design. The chapter closes with an exploration of potential approaches for educational design going forward to pursue second-order changes that introduce new goals, structures, and roles to transform education in service of more equitable futures.