Design Justice and Critical Reflection in Instructional Design: A Single-Case Study of Team Development

This single-case study examines the integration of design justice and critical reflection in an instructional design project involving a diverse team. The research aims to explore how these approaches can foster inclusive and equitable learning experiences. A mixed-methods approach was employed, combining surveys, interviews, and observations to gather data from team members. The findings suggest that incorporating design justice principles and critical reflection practices can enhance team collaboration, promote empathy, and improve the quality of instructional designs. Specifically, the study highlights the importance of centering marginalized voices, acknowledging power dynamics, and using inclusive language in design processes. The results also indicate that critical reflection can facilitate a deeper understanding of social and cultural contexts, leading to more effective and culturally responsive instructional designs. This research contributes to the field by providing insights into the application of design justice and critical reflection in instructional design, with implications for promoting equity and inclusivity in education.