Reframing designs for learning in context: culturally-situated and social justice research approaches in the learning and information sciences

Abstract

In conclusion, the contemporary and emerging approaches to engaging with issues of equity, diversity, culture and social justice in research, practice and designs for learning for a variety of learners across the lifespan and across learning contexts. Taken as a whole, they invite the information sciences and learning sciences fi elds to consider how sociocultural and sociohistorical complexities and individual, collective and macro-level dimensions in learners ’ , educators ’ and researchers ’ everyday lives permeate and shape all aspects of research and practice. We hope this special issue will add to ongoing conversations about the importance of culture and social justice in the fi eld, and, in particular, provoke, disrupt, enrichen and extend nuanced, ecological and multilevel inquiry and designs for learning.