Abstract

Teacher solidarity co-design is a special case of participatory design research that emphasizes the unique power dynamics of partnering with teachers who are multiply positioned in schooling, educational policy and research, and society. Through contrastive case analysis of four instrumental cases, five principles that characterize teacher solidarity co-design emerged. Collectively, the cases traverse the professional life-course of teachers in a variety of contexts but foreground co-learning and relationality between teachers and researchers in their efforts to create transformational change in schools. Additionally, the analysis of the cases centers our own experiences and insights as former teachers who are currently educational researchers. The principles account for the complex and nested systems of power that teachers occupy within efforts that seek to transform schools into more equitable and just spaces.

摘要

教师团结协同设计是参与式设计研究的一个特例，它强调与在学校教育、教育政策和研究以及社会中具有多重定位的教师合作的独特权力动态。通过对四个工具案例的对比案例分析，出现了表征教师团结协同设计的五个原则。总的来说，这些案例贯穿了教师在各种背景下的职业生涯，但突出了教师和研究人员之间的共同学习和关系，以努力在学校中创造变革。此外，对案例的分析集中于我们作为前任教师、现任教育研究人员的经验和见解。