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ERIC Number: EJ1103143
Record Type: Journal
Publication Date: 2016
Pages: 16
Abstractor: As Provided
ISSN: ISSN-0737-0008
Queering Participatory Design Research
McWilliams, Jacob
Cognition and Instruction, v34 n3 p259-274 2016
This article offers a way forward for educators and researchers interested in drawing on the principles of "queer theory" to inform participatory design. In this article, I aim to achieve two related goals: To introduce new concepts within a critical conceptual practice of questioning and challenging the "heterosexual matrix" and to recommend principles for participatory design that support this critical practice. I aim to present an argument that queer theory supports investigation of a range of educational issues--particularly those that are linked to sexual and gendered norms and identities--and that participatory design research is particularly well suited to queered approaches to theorizing, designing, and investigating learning. I then offer principles for queering participatory design, drawing on data collected during a recent design study completed in an elementary classroom. Finally, I discuss the implications of a queered approach to participatory design.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A