Abstract
children in special education as a hybrid practice, meaning that the
designer aims to perform design activities with children in their
own environment. Based on the experiences of a three-year project
in a special education school, we first present a two-dimensional
model for ’who participates with whom in what’, describing the
agency that the designer may need to both plan and execute design
activities in relation to the teachers and the children. Thereafter,
we relate those two dimensions to different kinds of authority that
the designer might wish to have and avoid to have, and provide
examples of the backstage work with children and teaching staff
that may occur in order to gain the right kind of authority. Finally,
we discuss the designer’s relational work to balance the different
kinds of authority and what may happen if there are mismatches
between the different stakeholders’ expectations about authority.
While we are aware that it is not possible for a designer to precisely
foresee how their presence in a special education school will play
out, this paper aims to provide a critical reflection on our participatory
practices which may help other designers to be prepared
for the situations they may encounter in their own work in special
education schools.
| Original language | English |
|---|---|
| Title of host publication | Participatory Design Conference |
| Place of Publication | New York |
| Publisher | Association for Computing Machinery, Inc |
| Number of pages | 11 |
| ISBN (Electronic) | 978-1-4503-6371-6 |
| DOIs | |
| Publication status | Published - 2018 |
| Event | PDC '18, 15th Participatory Design Conference - Hasselt/Genk, Belgium Duration: 20 Aug 2018 → 24 Aug 2018 |
Conference
| Conference | PDC '18, 15th Participatory Design Conference |
|---|---|
| Country | Belgium |
| City | Hasselt/Genk |
| Period | 20/08/18 → 24/08/18 |
Fingerprint
Keywords
- participatory design
- children
- teachers
- special education
- relationships
- hybrid practice
Cite this
}
Modelling the roles of designers and teaching staff when doing participatory design with children in special education. / Barendregt, W.; Börjesson, Peter; Eriksson, Eva; Torgersson, O.; Bekker, M.M.; Skovbjerg, Helle Marie.
Participatory Design Conference. New York : Association for Computing Machinery, Inc, 2018. 9.Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › Academic › peer-review
TY - GEN
T1 - Modelling the roles of designers and teaching staff when doing participatory design with children in special education
AU - Barendregt, W.
AU - Börjesson, Peter
AU - Eriksson, Eva
AU - Torgersson, O.
AU - Bekker, M.M.
AU - Skovbjerg, Helle Marie
PY - 2018
Y1 - 2018
N2 - In this paper we focus on the relational work when doing PD withchildren in special education as a hybrid practice, meaning that thedesigner aims to perform design activities with children in theirown environment. Based on the experiences of a three-year projectin a special education school, we first present a two-dimensionalmodel for ’who participates with whom in what’, describing theagency that the designer may need to both plan and execute designactivities in relation to the teachers and the children. Thereafter,we relate those two dimensions to different kinds of authority thatthe designer might wish to have and avoid to have, and provideexamples of the backstage work with children and teaching staffthat may occur in order to gain the right kind of authority. Finally,we discuss the designer’s relational work to balance the differentkinds of authority and what may happen if there are mismatchesbetween the different stakeholders’ expectations about authority.While we are aware that it is not possible for a designer to preciselyforesee how their presence in a special education school will playout, this paper aims to provide a critical reflection on our participatorypractices which may help other designers to be preparedfor the situations they may encounter in their own work in specialeducation schools.
AB - In this paper we focus on the relational work when doing PD withchildren in special education as a hybrid practice, meaning that thedesigner aims to perform design activities with children in theirown environment. Based on the experiences of a three-year projectin a special education school, we first present a two-dimensionalmodel for ’who participates with whom in what’, describing theagency that the designer may need to both plan and execute designactivities in relation to the teachers and the children. Thereafter,we relate those two dimensions to different kinds of authority thatthe designer might wish to have and avoid to have, and provideexamples of the backstage work with children and teaching staffthat may occur in order to gain the right kind of authority. Finally,we discuss the designer’s relational work to balance the differentkinds of authority and what may happen if there are mismatchesbetween the different stakeholders’ expectations about authority.While we are aware that it is not possible for a designer to preciselyforesee how their presence in a special education school will playout, this paper aims to provide a critical reflection on our participatorypractices which may help other designers to be preparedfor the situations they may encounter in their own work in specialeducation schools.
KW - participatory design
KW - children
KW - teachers
KW - special education
KW - relationships
KW - hybrid practice
U2 - 10.1145/3210586.3210589
DO - 10.1145/3210586.3210589
M3 - Conference contribution
BT - Participatory Design Conference
PB - Association for Computing Machinery, Inc
CY - New York
ER -