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Designing for Social Justice

Designing for Social Justice

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Published by siscani
The first section introduces the concept of social justice, examining the contested nature of ‘justice’ and the multiple views of what constitutes social justice. It notes that the scale of changes needed to create social justice is too great a challenge for any single set of tools and
techniques. Instead, tools and techniques might better be viewed as supporting the more
tangible and immediate goals of human rights, dignity and wellbeing.
The first section introduces the concept of social justice, examining the contested nature of ‘justice’ and the multiple views of what constitutes social justice. It notes that the scale of changes needed to create social justice is too great a challenge for any single set of tools and
techniques. Instead, tools and techniques might better be viewed as supporting the more
tangible and immediate goals of human rights, dignity and wellbeing.

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Published by: siscani on Jul 13, 2009
Copyright:Attribution Non-commercial

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02/04/2013

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OPENING EDUCATION
Designing for social justice:people, technology, learning
 
This publication is available to downloadfrom the Futurelab website –
www.futurelab.org.uk/openingeducation
.Also from Futurelab:
Literature Reviews and Research Reports
Written by leading academics, thesepublications provide comprehensive surveysof research and practice in a range ofdifferent elds.
Handbooks
Drawing on Futurelab’s in-house R&Dprogramme as well as projects from aroundthe world, these handbooks offer practicaladvice and guidance to support the designand development of new approaches toeducation.
Opening Education Series
Focusing on emergent ideas in educationand technology, this series of publicationsopens up new areas for debate anddiscussion.We encourage the use and circulation of thetext content of these publications, which areavailable to download from the Futurelabwebsite –
www.futurelab.org.uk/resources
.For full details of our open access policy,go to
www.futurelab.org.uk/policies
. 
Key to themes
Futurelab understands that you may have specicareas of interest and so, in order to help youto determine the relevance of each project orpublication to you, we have developed a series ofthemes (illustrated by icons). These themes are notintended to cover every aspect of innovation andeducation and, as such, you should not base yourdecision on whether or not to read this publicationon the themes alone. The themes that relate to thispublication appear on the front cover, overleaf, but akey to all of the current themes that we are using canbe found below:
Digital Inclusion
– How the design anduse of digital technologies can promoteeducational equality
Teachers and Innovations
– Innovativepractices and resources that enhancelearning and teaching
Learning Spaces
– Creating transformedphysical and virtual environments
Mobile Learning
– Learning on the move,with or without handheld technology
Learner Voice
– Listening and acting uponthe voices of learners
Games and Learning
– Using gamesfor learning, with or without gamingtechnology
Learning in Families
– Children, parentsand the extended family learning with andfrom one another
Informal Learning
– Learning thatoccurs when, how and where the learnerchooses, supported by digital technologiesFor more information on our themes pleasego to
 
www.futurelab.org.uk/themes
 
   O   p   e   n   i   n   g   E   d   u   c   a   t   i   o   n  :   D   e   s   i   g   n   i   n   g   f   o   r   s   o   c   i   a   l   j   u   s   t   i   c   e
Foreword 021 Introduction 032 Social justice 073 Design, designing and design processes 124 User-centred design as a process 195 Technology-enhanced learning 276 How can user-centred design approaches help enrichand support disadvantaged learners? 337 New networks, new interfaces, new directions for TEL 358 A global perspective 399 Synthesis: social justice, user-centred design andtechnology-enhanced learning 41Further reading 44References 46
Ann Light and Rosemary Luckin
2008 
Contents
01

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