Changing Concepts in Activity: Descriptive and Design Studies of Consequential Learning in Conceptual Practices

Participatory Design Research and Educational Justice: Studying Learning and Relations Within Social Change Making

“…These include a shared concern across the articles with widening who we define as designers, learners and theorists within PDR work, privileging subject-subject relations, and treating the learning processes involved in co-designing for consequential forms of social change as primary objects of analysis. Here, consequentiality is defined as meaningful action that extends across temporal, social, and spatial scales of practice (Hall & Jurow, 2015; Jurow, Teeters, Shea, & Steenis, this issue), including forms of learning that enact changing social and intellectual relations, and that are accountably tied to historical genealogies and possible futures (Gutiérrez, 2013).…”

Social Design Experiments: Toward Equity by Design

“…It is important to note that many critical moments that have shaped the direction of our research have emerged in informal conversations that have allowed us to be privy to the most pressing concerns of this organization that is striving for social justice in contentious, politicized, gendered, classed, and racialized spaces. This type of ethnographic fieldwork, which the research team organized to understand what mattered to the participants and how changes might be taken up within the activity system, is key to using approaches to design that foreground the social and cultural organization of learning (Barab, Thomas, Dodge, Squire, Newell, 2004;Hall & Jurow, 2015).…”

Extending the Consequentiality of “Invisible Work” in the Food Justice Movement

“…First, what might be consequential for promotoras, and how could we find out? Second, what kinds of social organization, including new forms of infrastructure and activity structures, could make consequential learning possible (Hall & Jurow, 2015)?…”

“…Drawing on sociocultural and situated perspectives on learning, we understand consequential learning to be learning that extends across temporal, spatial, and social scales of activity (Hall & Jurow, 2015;Jurow & Shea, 2015). What is considered consequential learning, importantly, is that it is historically contingent and shaped by the shifting social practices and values of communities (Lave, 2012).…”

“…Following Star and Strauss (1999), in this article we trace and make our work with our study partners visible. Our aim was to develop new tools (e.g., a software application) and understandings that could make learning consequential, which we define as meaningful action that extends across temporal, social, and spatial scales of practice (Hall & Jurow, 2015). Without making the differential scales of influence and values of participants' work visible, possibilities for consequential learning-learning that extends across multiple positions and perspectives in practices such as community organizing-would be limited.…”