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Speculative Design toward Inclusive Futures: Leveraging Voices and Future Imaginations of the School Community to Transform a System of Punishment and Exclusion

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Title: Speculative Design toward Inclusive Futures: Leveraging Voices and Future Imaginations of the School Community to Transform a System of Punishment and Exclusion
Language: English
Authors: Dosun Ko (ORCID 0000-0001-5159-9736), Aydin Bal (ORCID 0000-0001-7246-5876), Aaron Bird Bear
Source: AERA Open. 2025 11(1).
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 23
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: Rural Schools, High Schools, Racial Discrimination, Discipline, American Indian Students, Indigenous Knowledge, Decolonization, Inclusion, Disproportionate Representation, Futures (of Society), Social Justice, American Indian Culture, American Indian History, Tribes, Systems Approach, Cultural Relevance, Organizational Change
Geographic Terms: Wisconsin
ISSN: 2332-8584
Abstract: Education researchers have increasingly used speculative design approaches to elevate the transformative agency of local stakeholders to re-mediate oppressive systems constituting harmful contexts of human learning and development. To explicitly redress racism, ableism, and other forms of interlocking oppression, the Indigenous Learning Lab was implemented in a rural high school struggling with persistent racial injustice in school discipline, profoundly affecting American Indian students and families. The Learning Lab methodology is a community-led systemic design process that leveraged local school community members' histories, cultural assets, and sociopolitical future imaginations toward transformative knowledge production. This article examines how school community members collectively engaged in speculative future-making, amplifying their historicity, everyday resistance, cultural assets, and sociopolitical future imaginations to design a decolonizing, inclusive support system to dismantle a rural high school's oppressive settler-colonial discipline system.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1494772
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Speculative Design toward Inclusive Futures: Leveraging Voices and Future Imaginations of the School Community to Transform a System of Punishment and Exclusion
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  Data: <searchLink fieldCode="AR" term="%22Dosun+Ko%22">Dosun Ko</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5159-9736">0000-0001-5159-9736</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aydin+Bal%22">Aydin Bal</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7246-5876">0000-0001-7246-5876</externalLink>)<br /><searchLink fieldCode="AR" term="%22Aaron+Bird+Bear%22">Aaron Bird Bear</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22AERA+Open%22"><i>AERA Open</i></searchLink>. 2025 11(1).
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Data: Y
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  Data: 23
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  Data: 2025
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  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
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  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Rural+Schools%22">Rural Schools</searchLink><br /><searchLink fieldCode="DE" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="DE" term="%22Racial+Discrimination%22">Racial Discrimination</searchLink><br /><searchLink fieldCode="DE" term="%22Discipline%22">Discipline</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Students%22">American Indian Students</searchLink><br /><searchLink fieldCode="DE" term="%22Indigenous+Knowledge%22">Indigenous Knowledge</searchLink><br /><searchLink fieldCode="DE" term="%22Decolonization%22">Decolonization</searchLink><br /><searchLink fieldCode="DE" term="%22Inclusion%22">Inclusion</searchLink><br /><searchLink fieldCode="DE" term="%22Disproportionate+Representation%22">Disproportionate Representation</searchLink><br /><searchLink fieldCode="DE" term="%22Futures+%28of+Society%29%22">Futures (of Society)</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Justice%22">Social Justice</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+Culture%22">American Indian Culture</searchLink><br /><searchLink fieldCode="DE" term="%22American+Indian+History%22">American Indian History</searchLink><br /><searchLink fieldCode="DE" term="%22Tribes%22">Tribes</searchLink><br /><searchLink fieldCode="DE" term="%22Systems+Approach%22">Systems Approach</searchLink><br /><searchLink fieldCode="DE" term="%22Cultural+Relevance%22">Cultural Relevance</searchLink><br /><searchLink fieldCode="DE" term="%22Organizational+Change%22">Organizational Change</searchLink>
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  Label: Geographic Terms
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  Data: <searchLink fieldCode="DE" term="%22Wisconsin%22">Wisconsin</searchLink>
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  Label: ISSN
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  Data: 2332-8584
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Education researchers have increasingly used speculative design approaches to elevate the transformative agency of local stakeholders to re-mediate oppressive systems constituting harmful contexts of human learning and development. To explicitly redress racism, ableism, and other forms of interlocking oppression, the Indigenous Learning Lab was implemented in a rural high school struggling with persistent racial injustice in school discipline, profoundly affecting American Indian students and families. The Learning Lab methodology is a community-led systemic design process that leveraged local school community members' histories, cultural assets, and sociopolitical future imaginations toward transformative knowledge production. This article examines how school community members collectively engaged in speculative future-making, amplifying their historicity, everyday resistance, cultural assets, and sociopolitical future imaginations to design a decolonizing, inclusive support system to dismantle a rural high school's oppressive settler-colonial discipline system.
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  Data: As Provided
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  Data: 2026
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  Data: EJ1494772
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 23
    Subjects:
      – SubjectFull: Rural Schools
        Type: general
      – SubjectFull: High Schools
        Type: general
      – SubjectFull: Racial Discrimination
        Type: general
      – SubjectFull: Discipline
        Type: general
      – SubjectFull: American Indian Students
        Type: general
      – SubjectFull: Indigenous Knowledge
        Type: general
      – SubjectFull: Decolonization
        Type: general
      – SubjectFull: Inclusion
        Type: general
      – SubjectFull: Disproportionate Representation
        Type: general
      – SubjectFull: Futures (of Society)
        Type: general
      – SubjectFull: Social Justice
        Type: general
      – SubjectFull: American Indian Culture
        Type: general
      – SubjectFull: American Indian History
        Type: general
      – SubjectFull: Tribes
        Type: general
      – SubjectFull: Systems Approach
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      – SubjectFull: Cultural Relevance
        Type: general
      – SubjectFull: Organizational Change
        Type: general
      – SubjectFull: Wisconsin
        Type: general
    Titles:
      – TitleFull: Speculative Design toward Inclusive Futures: Leveraging Voices and Future Imaginations of the School Community to Transform a System of Punishment and Exclusion
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            NameFull: Aydin Bal
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            NameFull: Aaron Bird Bear
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