東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

Designing As Emancipation: A Partici...

Geronimo-Lopez, Kamil Mari,

FindBook

Google Book

Amazon

博客來

Designing As Emancipation: A Participatory Design-Based Case Study in Popular Education Game Design /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Designing As Emancipation: A Participatory Design-Based Case Study in Popular Education Game Design // Kamil Mari Geronimo-Lopez.
作者:	Geronimo-Lopez, Kamil Mari,
面頁冊數:	1 electronic resource (320 pages)
附註:	Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
Contained By:	Dissertations Abstracts International87-03A.
標題:	Social change. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32148948
ISBN:	9798290651514

Designing As Emancipation: A Participatory Design-Based Case Study in Popular Education Game Design /
Geronimo-Lopez, Kamil Mari,

Designing As Emancipation: A Participatory Design-Based Case Study in Popular Education Game Design /Kamil Mari Geronimo-Lopez. - 1 electronic resource (320 pages)

Source: Dissertations Abstracts International, Volume: 87-03, Section: A.

This dissertation explores the integration of Popular Education (PE) and participatory game design as a method for fostering systemic literacy, conscientization, and social transformation. Conducted as a case study of Pueblo Critico, a collective dedicated to PE-based educational tool design, this research examines the philosophical, pedagogical, and methodological dimensions of game design as an emancipatory practice.Using a Participatory Design-Based Research (PDBR) framework, the study focuses on two learning environments: systematizing experiences (Learning Environment 1) and design accompaniment (Learning Environment 2). The revised methodology collapses prior chapters into a single findings chapter, integrating a reverse-engineered conjecture map to distinguish embodiment (design tools), mediating processes (epistemic, axiological, and ontological discussions), and outcomes (measurable changes).The findings highlight how PE game design functions as both a reflective and concretive praxis, where participants engage critically with systemic structures while crafting ludic tools that embody PE's goals. Through systematization of experiences and iterative design cycles, educators refined their pedagogical strategies, negotiated ethical dilemmas in participatory design, and confronted the contradictions between creative autonomy and structured facilitation.This research contributes to PE and Radical Adult Education (RAE) by demonstrating that game design is not merely an educational tool but an emancipatory act-a process of systemic critique, counter-hegemonic storytelling, and collective knowledge production. By foregrounding game design as a pedagogical intervention, rather than as a separate field of study, this dissertation extends the theoretical foundations of PE while offering practical insights into participatory research methodologies.Ultimately, this study positions participatory game design as a site for reimagining educational praxis-where play, pedagogy, and systemic critique intersect to challenge dominant narratives and envision alternative futures.

English

ISBN: 9798290651514Subjects--Topical Terms:

526824
Social change.
Subjects--Index Terms:

Radical Adult Education

Designing As Emancipation: A Participatory Design-Based Case Study in Popular Education Game Design /
LDR:03542nmm a22003853i 4500 001 2438009
005 20251121100754.5
006 m o d
007 cr|nu||||||||
008 261011s2025 miu||||||m |||||||eng d
020 $a 9798290651514
035 $a (MiAaPQD)AAI32148948
035 $a (MiAaPQD)PennState23908kmg6540
035 $a AAI32148948
040 $a MiAaPQD $b eng $c MiAaPQD $e rda
100 1 $a Geronimo-Lopez, Kamil Mari, $e author. $3 3829184
245 1 0 $a Designing As Emancipation: A Participatory Design-Based Case Study in Popular Education Game Design / $c Kamil Mari Geronimo-Lopez.
264 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2025
300 $a 1 electronic resource (320 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 87-03, Section: A.
500 $a Advisors: Holst, John D. Committee members: Land, Susan M.; vanHaitsma, Pamela; Campbell, Craig; Mcdonald, Scott; Richard, Gabriela.
502 $b Ph.D. $c The Pennsylvania State University $d 2025.
520 $a This dissertation explores the integration of Popular Education (PE) and participatory game design as a method for fostering systemic literacy, conscientization, and social transformation. Conducted as a case study of Pueblo Critico, a collective dedicated to PE-based educational tool design, this research examines the philosophical, pedagogical, and methodological dimensions of game design as an emancipatory practice.Using a Participatory Design-Based Research (PDBR) framework, the study focuses on two learning environments: systematizing experiences (Learning Environment 1) and design accompaniment (Learning Environment 2). The revised methodology collapses prior chapters into a single findings chapter, integrating a reverse-engineered conjecture map to distinguish embodiment (design tools), mediating processes (epistemic, axiological, and ontological discussions), and outcomes (measurable changes).The findings highlight how PE game design functions as both a reflective and concretive praxis, where participants engage critically with systemic structures while crafting ludic tools that embody PE's goals. Through systematization of experiences and iterative design cycles, educators refined their pedagogical strategies, negotiated ethical dilemmas in participatory design, and confronted the contradictions between creative autonomy and structured facilitation.This research contributes to PE and Radical Adult Education (RAE) by demonstrating that game design is not merely an educational tool but an emancipatory act-a process of systemic critique, counter-hegemonic storytelling, and collective knowledge production. By foregrounding game design as a pedagogical intervention, rather than as a separate field of study, this dissertation extends the theoretical foundations of PE while offering practical insights into participatory research methodologies.Ultimately, this study positions participatory game design as a site for reimagining educational praxis-where play, pedagogy, and systemic critique intersect to challenge dominant narratives and envision alternative futures.
546 $a English
590 $a School code: 0176
650 4 $a Social change. $3 526824
650 4 $a Colonialism. $3 919746
650 4 $a School environment. $3 541935
650 4 $a Adult education. $3 543202
653 $a Radical Adult Education
653 $a Popular Education
690 $a 0516
710 2 $a The Pennsylvania State University. $e degree granting institution. $3 3765934
720 1 $a Holst, John D. $e degree supervisor.
773 0 $t Dissertations Abstracts International $g 87-03A.
790 $a 0176
791 $a Ph.D.
792 $a 2025
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=32148948