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Cognition and InstructionPublication details, including instructions for authors andsubscription information:http://www.tandfonline.com/loi/hcgi20

Cognition and Instruction Special Issue:Participatory Design Research: Equity,Change, and PracticePublished online: 30 Sep 2014.

To cite this article: (2014) Cognition and Instruction Special Issue: Participatory DesignResearch: Equity, Change, and Practice, Cognition and Instruction, 32:4, 416-416, DOI:10.1080/07370008.2014.949570

To link to this article: http://dx.doi.org/10.1080/07370008.2014.949570

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COGNITION AND INSTRUCTION, 32(4), 416, 2014Copyright C© Taylor & Francis Group, LLCISSN: 0737-0008 print / 1532-690X onlineDOI: 10.1080/07370008.2014.949570

CALL FOR PAPERS

Cognition and Instruction SpecialIssue: Participatory Design Research:

Equity, Change, and Practice

Guest Editors: Megan Bang and Shirin Vossoughi

We are calling for proposals of papers for a special issue of Cognition and Instruction (http://www.tandfonline.com/hcgi) focused on the challenges and prospects of participatory design researchfor expanding the field of education. Participatory design research (PDR), and related methods(e.g., formative interventions, social design experiments, researcher–practitioner partnerships) areshaping epistemologies and theories of change across a wide range of educational scholarship.Predominantly PDR has reflected a commitment to issues of culture, race, power, and equity inthe study of learning and teaching and has paid careful attention to relations between researchersand often the researched: practitioners, children, families, and/or communities. Given these, aswell as expanded commitments, in this special issue we are broadly interested in articles thatexplore what we learn about learning and educational change through PDR, and are especiallyinterested in, although not restricted to (1) the landscape and dynamics around the negotiationsof and stances toward problem spaces, histories, and aspirations that arise in PDR, (2) work thatengages epistemological heterogeneity in learning and teaching, (3) explorations of agency andtransformation that emerge as part of PDR, (4) forms of practice, place making, and policy thatare cultivated and sustained in PDR. Proposed papers should make clear how PDR furthers ourunderstanding of learning and teaching in specific conceptual practices and domains as well asthe prospects and challenges for expanding the field.

Proposals should be up to 400 words and must be submitted by November 15, 2014 tombang3@uw.edu and C-I@vanderbilt.edu. Selected authors will be notified by December 1,2014. Submissions are due May 15, 2015. We are anticipating a Fall 2015 publication date.

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