Speculative Design toward Inclusive Futures: Leveraging Voices and Future Imaginations of the School Community to Transform a System of Punishment and Exclusion
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| Title: | Speculative Design toward Inclusive Futures: Leveraging Voices and Future Imaginations of the School Community to Transform a System of Punishment and Exclusion |
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| Language: | English |
| Authors: | Dosun Ko (ORCID |
| Source: | AERA Open. 2025 11(1). |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 23 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Rural Schools, High Schools, Racial Discrimination, Discipline, American Indian Students, Indigenous Knowledge, Decolonization, Inclusion, Disproportionate Representation, Futures (of Society), Social Justice, American Indian Culture, American Indian History, Tribes, Systems Approach, Cultural Relevance, Organizational Change |
| Geographic Terms: | Wisconsin |
| ISSN: | 2332-8584 |
| Abstract: | Education researchers have increasingly used speculative design approaches to elevate the transformative agency of local stakeholders to re-mediate oppressive systems constituting harmful contexts of human learning and development. To explicitly redress racism, ableism, and other forms of interlocking oppression, the Indigenous Learning Lab was implemented in a rural high school struggling with persistent racial injustice in school discipline, profoundly affecting American Indian students and families. The Learning Lab methodology is a community-led systemic design process that leveraged local school community members' histories, cultural assets, and sociopolitical future imaginations toward transformative knowledge production. This article examines how school community members collectively engaged in speculative future-making, amplifying their historicity, everyday resistance, cultural assets, and sociopolitical future imaginations to design a decolonizing, inclusive support system to dismantle a rural high school's oppressive settler-colonial discipline system. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1494772 |
| Database: | ERIC |
| Abstract: | Education researchers have increasingly used speculative design approaches to elevate the transformative agency of local stakeholders to re-mediate oppressive systems constituting harmful contexts of human learning and development. To explicitly redress racism, ableism, and other forms of interlocking oppression, the Indigenous Learning Lab was implemented in a rural high school struggling with persistent racial injustice in school discipline, profoundly affecting American Indian students and families. The Learning Lab methodology is a community-led systemic design process that leveraged local school community members' histories, cultural assets, and sociopolitical future imaginations toward transformative knowledge production. This article examines how school community members collectively engaged in speculative future-making, amplifying their historicity, everyday resistance, cultural assets, and sociopolitical future imaginations to design a decolonizing, inclusive support system to dismantle a rural high school's oppressive settler-colonial discipline system. |
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| ISSN: | 2332-8584 |
