Abstract
Educational researchers and instructional designers often attempt to create standardized tools and curricular programs that will be effective in all learning contexts. This practice often neglects the diverse needs of learners, particularly those from historically marginalized communities. In this chapter, we draw upon the concepts of intersectional identity, figural complexity, particularity, and design to argue for the need to support teachers in creating opportunities for learning customized to the students in their classrooms. We present design, specifically framing teachers as designers, as a tool that can empower teachers to create learning opportunities that are customized for the diverse intersectional identities of the students they teach.
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Warr, M., Wakefield, W. (2023). Supporting Teachers in Designing for Intersectionality. In: Hokanson, B., Exter, M., Schmidt, M.M., Tawfik, A.A. (eds) Toward Inclusive Learning Design. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-031-37697-9_14
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