Brief
Part 1
3-3-1 Method:
- 3 sentence summary for each article
- 3 sentence bridge between the three articles highlighting commonalities, discrepancies, linkages, contesting views, etc.
- 1 question for each article to extend critical thinking
Part 2
Present a summary of your learning from your 3-3-1 analysis using Plotagon
Part 1
Corsini, L., Jagtap,, S., Moultrie, J. (2022). Design with and by marginalized people in Links to an external site.humanitarian makerspaces International Journal of Design, 16 (2), pp. 91-105. doi: 10.57698/v16i2.07.
This paper explores how marginalized people use humanitarian makerspaces to create projects that meet both basic and high-level needs, like belonging and self-actualization. This supports Max-Neef’s idea that personal fulfilment comes from satisfying multiple needs at once. Further research should focus on how the design process itself can empower marginalized people and lead to impactful outcomes.
Question: The article emphasizes designing with and for marginalized people, what could that look like in your own personal contexts?
Melo, M. (2020). How do makerspaces communicate who belongs? Examining gender inclusion through the analysis of user journey maps in a makerspace. Journal of Learning Spaces, 9(1), 59-68.
This paper explores how gender identity affects participation in makerspaces. The available technologies often send gendered signals, making men feel more welcome than women. A deeper look at the environment and materials in the spaces may help promote greater gender equity and representation.
Question: What were your personal experiences with interacting with tools in makerspaces, were you intimidated by certain tools and technologies more than others?
Kye, H. (2020). Who is welcome here? A culturally responsive content analysis of makerspace websites. Journal of Pre-College Engineering Education Research (J-PEER), 10(2). https://doi.org/10.7771/2157-9288.1190
This paper shows though makerspaces can help create more equitable STEM opportunities for marginalized students through collaborative learning, intentional efforts of integrating culturally responsive pedagogy (CRP) is needed to support both the academic success and student’s cultural identities. More practical guidelines on CRP principles are needed to better ensure equity and diversity in makerspaces both in-person and online.
Question: In your personal contexts, what are some practical culturally responsive pedagogical changes that can be applied?
Convergences
All three papers highlight the need for more intentional design of makerspaces to promote equity and inclusion for marginalized groups. Without conscious efforts, makerspaces risk perpetuating existing inequities related to gender, race and socioeconomic status. Fostering inclusive environments require purposeful frameworks and guidelines to empower marginalized participants and support diverse identities.