Author(s): Heike Winschiers-Theophilus, Edwin Blake, Donovan Maasz, Chris Muashekele, Peter Gallert, Colin Stanley, Alphons Kahuhu Koruhama
Year of publication: 2021
Keywords: Community technology design, Indigenous knowledge, Transcultural approach, Cultural engagement, Digitization efforts
Methodology/Sample: Case study/_
Reference: Winschiers-Theophilus, H., Blake, E., Maasz, D., Muashekele, C., Gallert, P., Stanley, C., & Koruhama, A. K. (2021). Embracing Indigenous Knowledge Systems in ICT-Enabled Education. In I. A. Lubin (Eds.), ICT and International Learning Ecologies (pp. 132-157). Routledge. http://pubs.cs.uct.ac.za/id/eprint/1447
Abstract
The assimilation of Indigenous Knowledge Systems (IKS) into mainstream knowledge society consisting of formal education, research paradigms, and digital knowledge repositories and learning tools has at best been a tokenism. Shifting perspectives reveals major deficiencies in education, research, and technology caused by a systemic exclusion and active destruction of IKS. This chapter promotes a deeper appreciation for IKS, illustrates tensions between digital knowledge systems and IKS, and underscores the necessity to engage indigenous people in the design of learning tools to encompass not only indigenous content but also underlying epistemologies and values. This chapter shares a viewpoint from the global south contributing to a pluralistic knowledge society.
> Summary
- The paper discusses community technology design influenced by cultural perspectives and paradigms in Human-Computer Interaction.
- It emphasizes transcultural engagement in technology design with indigenous communities in Malaysia and Namibia.
- The research highlights the importance of cultural diversity in shaping community technology design practices.
- It advocates for the preservation and digitization of indigenous knowledge while balancing integration with local epistemologies.
> Problem statement
- The paper critiques early participatory design for subjectifying users within cross-cultural models, advocating for empowerment and participation instead.
- It highlights the need for a radical paradigm shift in community technology design, emphasizing collective contributions and transcultural approaches.
- The authors argue against outdated ethics that treat community members as research subjects rather than co-designers, fostering unequal collaborations.
- The paper discusses the limitations of cross-cultural theories, which often assume static cultures and homogeneity, leading to ineffective technology design.
- It emphasizes the importance of heightened awareness in community technology design to navigate cultural diversity and foster meaningful engagement.
> Methods used
- The researchers employed a rapid ethnographic approach to document Oroo’ signs and their meanings systematically.
- They organized forest trips led by local elders to demonstrate the Oroo’ making process.
- A table of signs was compiled, validated with elders, and illustrated by a community artist.
- The study utilized cross-, inter-, and multicultural methodologies to design community technology.
- The researchers engaged in user interface design sessions with community members, incorporating their cultural practices.
- The research emphasized a transcultural approach, integrating local epistemologies into technology design.
> Practical implications
- The paper emphasizes the need for culturally aware technology design in indigenous communities to enhance knowledge preservation and engagement.
- It highlights the importance of elevating awareness in cultural engagement rather than narrowing focus.
- The research advocates for a transcultural approach to community technology design, fostering new meanings and integration of local epistemologies.
- It suggests that technology should support meaningful revitalization of indigenous knowledge for youth, rather than mere preservation.
- The findings indicate that joyful interactions and trust in community collaborations lead to deeper connections and successful design outcomes.