Abstract

This paper introduces and illustrates Bi-relational Design as a general approach to solving wicked problems. BD theorises oppositional, equipositional and para-positional approaches to problem-specific dyads based on a general consensus of research on epistemological development. These epistemic positions are used to inform a design process that includes six iterative and emergent phases: identification, organisation, analysis, evaluation, synthesis and experimentation. The paper illustrates these phases with the design of an interactive rubric to support pre-service teachers’ academic literacy during the transition to university. The paper concludes with a consideration of the applications of bi-relational design for problem solution and resource development in contested or complex spaces.