Designing as Emancipation: A Participatory Design-Based Case Study in Popular Education Game Design
Open Access
- Author:
- Geronimo-Lopez, Kamil
- Graduate Program:
- Lifelong Learning and Adult Education
- Degree:
- Doctor of Philosophy
- Document Type:
- Dissertation
- Date of Defense:
- March 24, 2025
- Committee Members:
- Susan Land, Program Head/Chair
Pamela VanHaitsma, Outside Unit Member
Craig Campbell, Major Field Member
John Holst, Chair & Dissertation Advisor
Scott Mcdonald, Outside Field Member
Gabriela Richard, Special Member - Keywords:
- Popular Education
Participatory Game Design
Board Games
Systemic Literacy
Conscientization
Adult Education - Abstract:
- 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 Crítico, a collective dedicated to PE-based 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 co-creative 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.