This document is the transcript of a presentation about participatory design with underrepresented communities, specifically court-involved youth. The presentation discusses concepts like participatory social inquiry, action research, and youth participation. It also contemplates scenarios for participatory design, challenges of methodology, and the speaker's learning around humility and the need for ongoing community engagement.
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Semelhante a Possibilities of Designing with and for Underrepresented Communities: A Conversation about Participation, Court-Involved Youth, and Humility
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Possibilities of Designing with and for Underrepresented Communities: A Conversation about Participation, Court-Involved Youth, and Humility
1. Possibilities of Designing with and for
Underrepresented Communities
A Conversation about Participation,
Court-Involved Youth, and Humility
Tara L. Conley, doctoral student CCTE
tlc2132@tc.columbia.edu
Artwork and photo credits:
Flickr: mustafaseven
Flickr: Jason A. Cina
Flickr: hsunaqua
Flickr: Jurgen Estanislao
Flickr: Lenton Sands
Flickr: Contra Costa Country Library
Flickr: Teresa Meza
Flickr: do1thingorg
Flickr: mustafaseven
Wednesday, October 16, 2013
2. Before we begin, I invite you to:
•Participate in live, public and online discussions
and documentation of the presentation via Twitter
(including @poll in tweets), Instagram, Facebook
using the #RLR2014 hashtag, and via
Polleverywhere.com (text-in, tweet, or type replies
via PollEv.com/taralconley)
Wednesday, October 16, 2013
13. “Out of clutter, find simplicity.
From discord, find harmony.
In the middle of difficulty lies
opportunity.”
Flickr: Jurgen Estanislao
Wednesday, October 16, 2013
14. “Though this be madness,
yet there is method in’t.”
Flickr: Lenton Sands
Wednesday, October 16, 2013
15. There is a blessing in
the storm.
Wednesday, October 16, 2013
16. There are no messy mistakes but rather opportunities
to paint a picture in an unexpected way by simply
modifying your brush strokes on the canvas.
Wednesday, October 16, 2013
20. Participatory Design
•
activist methodology (not simply an
orientation to design)
•
combines expert knowledge with
users’ tacit (or implied without
being stated) knowledge
•
•
sister methodology to ethnography
•
eye towards democratic working
practices
conducted with community
members and stakeholders
Photo: Tara L. Conley
Wednesday, October 16, 2013
21. Participatory Design
•
•
•
early 1970s history of PD began
with workers’ rights movement:
•
•
•
Scandinavia
Britain “Quality of Working Life”
movement
United States
response to worker, student, and
end user knowledge traditional
relegated, seen as non-experts
how might history of PD relate to
schooling? ( John Dewey on
participation and inquiry)
Wednesday, October 16, 2013
Photo: Tara L. Conley
24. Three ways to respond electronically:
1) Text (code + your message to 5-digit number)
2) Tweet (include @poll + code + #RLR2014 in tweet)
3) Type (PollEv.com/taralconley)
Wednesday, October 16, 2013
25. White (24.8%)
Asian
Other race nonhispanic
Hispanic (35.5%)
25%
35%
Black (25%)
American Indian
Two or more races nonhispanic
NYC Youth Population
(< 18 years-old)
‣25% African American, NonHispanic
2%
1%
0%
25%
11%
‣35.5% Hispanic
‣24.8% White/Non-Hispanic
Source: (U.S. Census Bureau, 2010).
Wednesday, October 16, 2013
26. NYC Foster Care Population
NYC Juvenile Justice Population
65% Black/African American
54.9% Black/African American
(Citizens
Crime Commission of New York City report, 2010)
30% Latina/o
(Citizens Crime Commission of New
York City report, 2010)
(NYS
Office of Children and Family Services 2010 Monitoring and
Analysis Profiles)
27.4% Latina/o
(NYS Office of Children and
Family Services 2010 Monitoring and Analysis Profiles)
Juvenile Justice & Foster Care
Demographics
White youth make up approximately 25% of NYC youth population (U.S.
, yet make up less than 5% of juvenile justice and foster care
populations ((Citizens Crime Commission of New York City report, 2010); (NYS Office of Children and Family Services
Census Bureau, 2010)
2010 Monitoring and Analysis Profiles)
Wednesday, October 16, 2013
27. Flickr: do1thingorg
“From 1954 [...] to 1964, the racial demographics of New York boroughs like
Brooklyn changed dramatically. Due partly to massive in-migrations of African
Americans from the South and Hispanic Americans from Puerto Rico, Brooklyn’s
racial composition went from nearly all-white—and in the case of Williamsburg,
all Jewish—to nearly all black and Hispanic, a transition accelerated by massive
white flight to distant suburbs facilitated by ambitious freeway projects sponsored
by New York planner Robert Moses. As racial demographics changed, so too did
popular perceptions of delinquency.” (When Gangs Were White, Walker; 2011)
Wednesday, October 16, 2013
28. 10% youth leaving foster care in NYC
12,126
end up in a homeless shelter within one year
of discharge (State of the City’s Homeless Youth Report, 2011)
20% young people leaving
the foster care system end
up in a homeless shelter
within three years of
discharge (State of the City’s Homeless
Youth Report, 2011)
(NYC.gov Flash Report, September2013)
Home
5,833
youths were admitted
to detention centers in
FY2009 (Citizens Crime Commission of New
York City report, 2010)
Wednesday, October 16, 2013
children in foster
care, as of July 2013
18%
of youth are discharged
from foster care under nonpermanency circumstances,
AWOL, APPLA, mental/
correctional facilities (NYC.gov
Flash Report May 2013)
29. Young people are on Facebook . . . a
Young people text . . . a lot (Raine and
lot (Conley, 2013)
Lee, 2012)
CI youth rarely have access to a computer or
cell phone, if they do it’s for a short period
of time (Peterson, 2010)
Flip phones are uncool. There’s
pressure to own a Smartphone
(Conley, 2013)
Social & Mobile Media
Young people want privacy,
however CI youth experience
privacy & access to information
differently (Fitch, 2012)
Social media offers a platform for young
people to story their lives and stay
connected with each other (Fitch, 2012)
CI youth experience significant communication
barriers with their respective agencies and facilities
(Leone and Weinberg, 2010)
Wednesday, October 16, 2013
31. Who’s Who of Participation
Scholarship?
Dewey
Lewin
Freire
Pateman
Rousseau
1918 1927
1946
1968
Philosophy
1970
Social &
Cultural Theory
Political Theory
Schuler &
Namioka
Oakes,
Rogers &
Lipton Jenkins
1993
2006 2009
Computer
Sciences
Education
‣ Participatory social inquiry (Jeannie Oakes, John Rogers, Martin Lipton, 2006 a la John
Dewey, 1918; 1927 )
‣ Participatory Action Research (a la Kurt Lewin “action research”, 1946 & Paulo Freire
“critical pedagogy”, 1970)
‣ Participation theory (Carole Pateman, 1970 a la Jean Jacques Rousseau “The Social
Contract” 1968)
‣ Participatory Design in HCI in US (Douglas Schuler & Aki Namioka, 1993)
‣ Participatory culture (Henry Jenkings, 2009)
Wednesday, October 16, 2013
32. Three ways to respond electronically:
1) Text (code + your message to 5-digit number)
2) Tweet (include @poll + code + #RLR2014 in tweet)
3) Type (PollEv.com/taralconley)
Wednesday, October 16, 2013
34. Participation in Practice - Action Research (Lewin)
Source: http://infed.org/mobi/kurt-lewin-groups-experiential-learning-and-action-research/
Wednesday, October 16, 2013
36. Youth Participation
•Conventions on the Rights of the Child, adopted
by the United Nations General Assembly in 1989
•Article 12 - every child has the right to
participate in decision-making process
relevant to her/his life.
•Article 15 - every child has the right to create
and join associations to assemble peacefully.
Source: http://www.crin.org/docs/resources/treaties/uncrc.asp#Twelve
Wednesday, October 16, 2013
38. Three ways to respond electronically:
1) Text (code + your message to 5-digit number)
2) Tweet (include @poll + code + #RLR2014 to tweet)
3) Type (PollEv.com/taralconley)
Wednesday, October 16, 2013
39. Ponder this
Photo: Tara L. Conley
“Listening to silence also means attending to the way a person
asserts power by not speaking as well as a contribution made
through spoken words” (Schultz, 2010, p. 2836).
Wednesday, October 16, 2013
40. Three ways to respond electronically:
1) Text (code + your message to 5-digit number)
2) Tweet (include @poll + code + #RLR2014 in tweet)
3) Type (PollEv.com/taralconley)
Wednesday, October 16, 2013
41. Three ways to respond electronically:
1) Text (code + your message to 5-digit number)
2) Tweet (include @poll + code + #RLR2014 in tweet)
3) Type (PollEv.com/taralconley)
Wednesday, October 16, 2013
42. Three ways to respond electronically:
1) Text (code + your message to 5-digit number)
2) Tweet (include @poll + code + #RLR2014 in tweet)
3) Type (PollEv.com/taralconley)
Wednesday, October 16, 2013
43. Ponder these
“Men [sic] must co-operate in associations to satisfy their needs
[...] [M]en [sic] must participate in the organisation and
regulation of their associations” (Pateman, 1970, p. 26).
Criterion for participatory design studies: “Continual
participation: Users should be involved repeatedly or continually
and offered mechanism for co-design at multiple
stages” (Spinuzzi, 2005, p. 171).
“Youth participation is facilitated by youth leaders and
adult allies” (Checkoway, 2011, p. 342)
Wednesday, October 16, 2013
44. What constitutes meaningful
participation?
What are some of the ways we
can (re)imagine participation
with youth and multiple other
community partners?
Photos: Tara L. Conley
Wednesday, October 16, 2013
45. Three ways to respond electronically:
1) Text (code + your message to 5-digit number)
2) Tweet (include @poll + code + #RLR2014 in tweet)
3) Type (PollEv.com/taralconley)
Wednesday, October 16, 2013
48. What I Learned, Am Learning
• I still have a lot to learn about
design processes, researching,
and community organizing
• more CI youth engagement is
necessary
• additional engagement with
community organizations and
developers
• I really have to be cool with
operating in a liminal and
dubious space as a researcher
and designer, and as a
community organizer
Wednesday, October 16, 2013
• developing best practices for
PD is like developing curricula
• Participation means different
things at different times and in
places, and that’s okay, as long
as I have a language to
articulate phenomenon, while
being able to reflect
• Working with young people
and others who have been
dislocated from their
communities is my life’s work,
and I’m totally cool with that
49. Ways to Further Study Participatory Design
•
•
•
Participatory prototyping
•
Exploring, experimenting with,
and creating best practices,
activities, and toolkits
•
Exploring the phenomenon of
communities confronting
dislocation throughout the
design process
Researcher reflexivity
Exploring the challenges of
methodologies for cooperative
development
Wednesday, October 16, 2013