Power, Equity and (Re)Design

Elizabeth Mendoza, University of California, IrvineBen Kirshner, University of Colorado BoulderKris D. Gutiérrez, University of California, Berkeley

• Introduction: Power, Equity, and (Re) design: Bridging Learning and Critical Theories in Learning Ecologies for Youth; Elizabeth Mendoza, Kris Gutiérrez, and Ben Kirshner.Chapter 1. (Re)Conceptualizing Sociopolitical Designs for Learning and Practice: How Social Justice Became Unjust in a Youth Hackathon; Sepehr Vakil and Maxine McKinney de Royston.Chapter 2. The Community Cooperative Project and Critical Service-Learning: Using Participatory Action Research; Joanne Tien, Exequiel Ganding, and Christyna Serrano.Chapter 3. Becoming a More Disruptive Teacher by Engaging in Side-by-Side Learning With Children Rather Than Avoiding Discomfort; Quinton Freeman and A. Susan Jurow.Chapter 4. Critical Race Design: Emerging Principles for Designing Critical and Transformative Learning Spaces; Deena Khalil and Meredith W. Kier.Chapter 5. Roda Real Talk: A Physical Education Teacher's Efforts to Use the Capoeira Circle as a Tool to Encourage Critical Dialogue; Vernon C. Lindsay.Chapter 6. Truth Does Not Always Taste Good: Flipping the Script to Promote Equity on Campus; Joy Howard.Chapter 7. Building Science-Learning Communities: Designing for Equitable Participation in Scientific Practices Using Students' Lived Experiences; Deb Morrison.Chapter 8. Schools for Community Action: Public School Design As a Revolutionary Act; Antero Garcia, Mark Gomez, and Katie Rainge Briggs.Chapter 9. Practitioner-Experts and Researchers in Layers of Learning: Researching and Designing Interventions in Postsecondary Education Through the Grammar of Equity; Christina H. Paguyo and Taé Nosaka.