ABSTRACT

Background

This article explores the methodological foundations for a utopian methodology as a form of Design-Based Intervention Research (DBR) that can guide the process of envisioning, implementing, sustaining, and critically evaluating the more radical forms of educational activity systems that prefigure the utopian goal of an equitable and humane education system.

Methods

We examine, guided by a utopian methodology lens, the examples from three national traditions for designing and implementing equitable educational activities. Each illuminates critical phases in the process of conducting DBR, combining social theory and cultural-historical activity theory.

Findings

We propose methodological principles for a utopian methodology as a form of DBR: a) Some conditions for sustaining and re-generating the utopian goal should be explicitly considered; b) Examine the recurring challenges to viability and achievability of the utopian design in its learning ecology that emerge for observation over multiple times scales; c) Self-critique and collaborative re-design for a new iteration.

Contribution

Taken as an ensemble, the cases analyzed here illustrate the broad usefulness of the utopian methodology that we propose in order to maintain the light of the utopian goal and challenge domestication process embedded in any process of change and transformation of the status quo.

中文翻译：

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乌托邦式的方法论：研究教育干预以在多个时间尺度上促进公平

摘要

背景

本文探讨了乌托邦方法论的方法论基础，作为基于设计的干预研究 (DBR) 的一种形式，它可以指导设想、实施、维持和批判性地评估预示乌托邦目标的更激进形式的教育活动系统的过程公平和人性化的教育体系。

方法

我们在乌托邦式的方法论镜头的指导下，审视了三个民族传统中设计和实施公平教育活动的例子。每个都阐明了 DBR 过程中的关键阶段，结合了社会理论和文化历史活动理论。

发现

我们提出乌托邦方法论的方法论原则，作为 DBR 的一种形式： a) 应明确考虑维持和重新生成乌托邦目标的一些条件；b) 检查乌托邦式设计在其学习生态中反复出现的可行性和可实现性挑战，这些挑战出现在多个时间尺度上进行观察；c) 为新的迭代进行自我批评和协作重新设计。

贡献

作为一个整体，这里分析的案例说明了我们提出的乌托邦方法论的广泛用途，以保持乌托邦目标的光芒，并挑战嵌入在任何改变和改变现状的过程中的驯化过程。