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Outdoor play activities are one of the ways via which children can acquire a sense of place towards their neighbourhood. Engaging children in the design of these activities through Participatory Design (PD) holds promise. However, knowledge lacks on the characteristics of place-making processes for children, the changing dynamics in these processes, and how PD can contribute to this. This paper proposes a PD method, grounded in literature, to support children in co-creating outdoor play activities for place-making. The method is applied with 42 children in Rotterdam. Involvementof local partners, preparation meetings, and PD materials tailored to children’s interests and skills are vital to enable children to design outdoor play activities that are meaningful to them.

In this paper I conduct a hauntological analysis of participatory speculation, within the context of a study into understanding the potential for increasing recognition of LGBT+ young people’s experiences of hate crime and hate incidents. Hauntology provides a means to further situate accounts of speculation in Participatory Design by sensitising us to the interplay of the virtual and the actual that enables us to expand our sense of the possible. Through understanding how participatory speculation is shaped by absent presences, this paper contributes to the discussion of post-solutionist practices in PD that foster care and responsibility across multiple sites and forms of participation in the face of issues that resist resolution. I conclude by considering by translating speculation into shared spaces of wonder, Participatory Design can foster ethical commitments that stay with the trouble.

Values play a central role in technology design. But beyond acknowledging the politics of technology, questions remain around where those values are coming from, which values we need, and how they play out and shape the socio-technical systems we create. New challenges such as the climate crisis and societal polarization call for technologists to become part of the public and political arena. This results in a new sense of responsibility, but the closing of CPSR, the Computing Professionals for Social Responsibility, has left a gap. Today, across tech workers, academics and computing professionals, there is a renewed sense of urgency for engaging the public and politics to change course in how computing shapes society. What should a CPSR for the 21st century look like? This interactive workshop aims to re-invigorate the debate around values and social responsibility in Participatory Design with special attention to the Latin American context.

With the concept of infrastructuring as a background for our reflections, this paper focuses on two complementary verbifications have entered the PD vocabulary: institutioning, which describes engagement with institutions, and commoning, which describes engagement with grassroots communities - and by extension alternative economic frameworks that challenge the status quo. We contribute to this discourse to reflect, theoretically, on themes emerging from the triad of relationships between designers, institutions, and grassroots communities. We do so presenting g, excerpts of our own PD work with institutions and grassroots communities. In this way, we present a nascent conceptual framework that offers analytical potential to promote pluralist understandings of PD scholarship and practices.

Participatory Design (PD) approaches seem particularly well suited to contribute to debates over power and decolonization in design, yet often lack considerations of cultural situatedness and underlying ontological entanglements. In this paper we identify theoretical and methodological gaps in PD relating to contemporary discourses of decolonizing design. We integrate perspectives from PD and postcolonial discourse to explore how we can create more far-reaching examples of decolonizing design in practice. We present a study in which young Namibians are at the forefront of knowledge production on postcolonial memories and contribute to discussions of how decolonizing PD practices may be developed through contextualized, transdisciplinary, and transcultural approaches. In particular, we argue there is a need for a "safe space," as well as continuing reflection on methods and de-linking of knowledge and epistemologies within the PD process itself.