Bringing Social Justice to Instructional Design Practice: A New Approach to Team Development
Main Article Content
Abstract
The purpose of our instructional design team is to service the faculty and staff of a multi-campus state university system with pay and benefits educational programming. Our learning population includes the university’s diverse workforce of over 25,000 benefits-eligible employees. We support faculty and staff with resources to make informed decisions about health and financial benefits throughout the employee lifecycle. This design case will detail and examine the team development approach we took to center equity work in our design practice. We will detail our design dilemma with an underserved employee population and how we incorporated the principles of Design Justice and self-reflective practice into our team development. This allowed us to center the voices of this learning population to create an inclusive learning environment.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Copyright © 2025 by the International Journal of Designs for Learning, a publication of the Association of Educational Communications and Technology (AECT), published by Indiana University Libraries Journals. Permission to make digital or hard copies of portions of this work for personal or classroom use is granted without fee, provided that the copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page in print or the first screen in digital media. Except as otherwise noted, the content published by IJDL is licensed under CC BY-NC-ND 4.0. A simpler version of this statement is available here.