Recalibrating co-design through positionality-in-action: the ReCoDe approach
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
This theoretical paper introduces the ReCoDe Approach: Recalibrating Co-Design through Positionality-in-Action. ReCoDe is a critical framework to address a significant gap in participatory design: the absence of structured, team-based approaches to positionality. While design education and practice increasingly emphasise reflexivity and equity, most frameworks treat positionality as an individual exercise, overlooking its relational and systemic dimensions within co-design teams. Drawing on existing literature and a decade of intercultural collaboration through the culturalSYNERGY™ global cyber-charette, this study proposes a dynamic model that embeds four interrelated actions: positionality-in-action, communication, mediation, and team-building – throughout the co-design process. These actions are iterative and intersecting, supporting reflexive and justice-oriented design teams. The overarching objective of the ReCoDe framework is power recalibration: the intentional redistribution of influence, authority, and voice within collaborative design processes. By conceptualising positionality as layered (ascribed, intentional, and co-constructed) and fluid, the model fosters shared understanding, trust, and ethical responsiveness in diverse teams. ReCoDe reframes co-design as a reflexive stance – one that embraces complexity, centres relational ethics, and supports more equitable and transformative design outcomes in both educational and professional contexts.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it