Creating Boundary Infrastructures in Networks of Collaboration for Educational Change

Abstract

This research utilizes Actor Network Theory (Fenwick & Edwards, 2011; Latour, 1987; Nespor, 2002) to document, analyze, and interrogate an educational change effort to promote educational equity and inclusion with technology across a dispersed and heterogenous network (Kezar et al., 2019; Lieberman & McLaughlin, 1992; Penuel et al., 2016) of teachers and other educators, families, and community members in response to the COVID-19 Pandemic. This research maps a statewide project supporting educators, families, and communities to develop resources and practices rooted in equitable and inclusive education distributed on a publicly-available website. All resources were rooted in the Culturally Relevant Pedagogy (Howard, 2003; Joseph, 2009; Ladson-Billings, 1995) and Universal Design for Learning (Fritzgerald, 2020; Meyer et al., 2013; Rose & Meyer, 2002) frameworks.