Maker-Centered Learning And The Development Of Self: Preliminary Findings Of The Agency By Design Project
A White Paper Presented By Agency by Design
Project Zero, Harvard Graduate School Of Education
This White Paper, from January 2015, presents an overview of our developing work, and concludes by presenting the “big take away” from our research and by making suggestions for policymakers, educators, and other stakeholders. Along the way, we identify what we consider to be the most salient benefits of maker-centered learning for young people and, introduce some of the key concepts and resources that have emerged from our work, including the concept of maker empowerment, the importance of developing a sensitivity to design, and the three pathways that lead to these desired outcomes.
In this picture of practice essay, educators Ilya Pratt and Jeanine Harmon share a community “Design + Build” project. Fourth and fifth grade students from North Oakland Charter School and Park Day School find an opportunity to work together to build T-Stools for classrooms.
Things Come Apart, by Todd McLellan provided some inspiration for educators from Park Day School to explore the complexities of everyday objects with their second grade learners. In this picture of practice essay educator Jeanine Harmon shares the project.
Featured photo by Jaime Chao Mignano
Participatory Creativity: Introducing Access and Equity to the Creative Classroom presents a systems-based approach to examining creativity in education that aims to make participating in invention and innovation accessible to all students. Moving beyond the gifted-versus-ungifted debate present in many of today’s classrooms, the book’s inclusive framework situates creativity as a participatory and socially distributed process. The core principle of the book is that individuals are not creative, ideas are creative, and that there are multiple ways for a variety of individuals to participate in the development of creative ideas. This dynamic reframing of invention and innovation provides strategies for teachers, curriculum designers, policymakers, researchers, and others who seek to develop a more equitable approach towards establishing creative learning experiences in various educational settings.
This piece is based on a workshop titled “Taking Apart Racism: Using Maker-Centered Practices to Break Down Systems of Oppression,” led by Jaime Chao Mignano and Mark Perkins at the National Association of Independent Schools People of Color Conference (PoCC).
Like a lot of educators, I want my students to be empowered to impact the world around them. I want them to have social and political agency in a sense that is perfectly aligned with what Agency by Design means by agency—that is, skills and tools in combination with intention and impulse to action. When I task my students with dismantling systems of oppression, how do they know what that means? Do they feel ready to enact it? And how can I be a support?
This was the seed of a workshop for this year’s National Association of Independent Schools People of Color Conference (PoCC), a gathering of thousands of educators from around the United States to explore ideas and share experiences around equity and justice in our schools and lives. My colleague, Mark Perkins (Media and Theater Coordinator), and I wondered what insights we could offer by putting Take Apart practice in service to racial justice education. I was nervous to try to build under the conference throughline “Anti-Racist Teaching Tools” - the stakes felt so high. We had an inkling, though, that combining the enthusiastic engine of taking stuff apart with the resonant act of creating stories that reimagine existing narratives of power could be an important experiment.
Mark and I built a workshop we call “Taking Apart Racism: Using Maker-Centered Practices to Break Down Systems of Oppression.” The heart of the workshop is the idea that looking closely and exploring the complexity of an object can create a bridge of metaphor that helps us understand a system of racial oppression. If we build the connection between these two systems—the system of the object and the system of oppression—then we can see the oppressive system in a new light and probe new possibilities.