Value-Sensitive Design for Feminist Technology: Designing for “Feminist Fatherhood” with Nonwhite Latinx and White Fathers

2021 ◽  
Vol 2 (1) ◽  
Author(s):  
Ralph Vacca

Value-sensitive design is an approach that seeks to explicitly center the values of design stakeholders. In doing so, the method provides a rich analytical backdrop in which to explore how participants make sense of values and embody values in their designs. In this study, I explore the broad question of how a value-sensitive design approach can be used to surface, address, and possibly reconcile the similar and different culturally informed ways we make sense of being feminist fathers. Two groups of self-proclaimed feminist fathers, white non-Latinx and nonwhite Latinx, engaged in a value-sensitive design approach to designing technology to support their conceptualizations of feminist fatherhood. Four themes around differences between the groups and the kinds of reflections the participants engaged in are summarized. Based on our findings, I contribute suggestions for adapting value-sensitive design approaches to scaffold certain kinds of reflection around authenticity and interpretation in ways that are more grounded in themes of nondominance.

2020 ◽  
Vol 42 ◽  
pp. 219-226 ◽  
Author(s):  
Lucia Gazzaneo ◽  
Antonio Padovano ◽  
Steven Umbrello

2019 ◽  
Vol 26 (2) ◽  
pp. 871-898
Author(s):  
Ivo Maathuis ◽  
Maartje Niezen ◽  
David Buitenweg ◽  
Ilja L. Bongers ◽  
Chijs van Nieuwenhuizen

2020 ◽  
pp. 209653112092312
Author(s):  
Penelope Kalogeropoulos ◽  
James Anthony Russo ◽  
Philip Clarkson

Purpose: The purpose of this paper is to explore whether the four value alignment strategies available to educators (Scaffolding, Balancing, Intervention and Refuge) previously identified in the mathematics education literature comprehensively capture educator value alignment strategies in an intervention context. Design/Approach/Methods: To this end, we analyse semi-structured interview data with two teacher-leaders involved in the Getting Ready in Numeracy (G.R.I.N.) intervention program through a value alignment lens. Findings: We ascertain that a fifth strategy, the Beacon strategy, is needed to describe the range of value alignment strategies employed by educators in the G.R.I.N. program. The Beacon strategy involves the educator digging in and reasserting their expectations until the student behaves in a manner that aligns with the educator’s values. In part it involves the educator being able to recognise their own values and clearly communicating these values to students. Originality/value: This article further explores strategies that educators have at their disposal for aligning their values with those of their students. The uncovering of the Beacon strategy is particularly valuable as it suggests that educators could be purposefully pursuing value alignment even when they do not appear to take any active steps to move further towards their students’ sets of values.


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