Author(s): Heike Winschiers-Theophilus, Naska Goagoses, Erkki Rötkönen, Tariq Zaman
Year of publication: 2022
Keywords: Indigenous knowledge (IK), Epistemologies, Educational reform, Collaboration, Cultural clashes
Methodology/Sample: Participatory design/Approx 40 students
Reference: Winschiers-Theophilus, H., Goagoses, N., Rötkönen, E., & Zaman, T. (2022). Pushing political, cultural, and geographical boundaries: Distributed co-design with children from Namibia, Malaysia and Finland. International Journal of Child-Computer Interaction, 31, 100439. https://doi.org/10.1016/j.ijcci.2021.100439
Abstract
Previous research and initiatives in participatory design (PD) with children has focused on co-located participation, leaving a paucity in theoretical and empirical work on geographically distributed on-line co-design with children. This gap presents a unique opportunity for children across the globe to become co-designers of their own digital inclusive learning environment. From a political perspective we strive for a pluriversal design of a hybrid distributed participatory design space using a transcultural approach. Thus in this paper we literally push boundaries in PD as (1) we reflect on two exploratory studies where we engaged children from Finland together with ”underrepresented children in PD”, namely from Namibia and Malaysia, thereby contributing to pluriversality; (2) we expand the concept of transcultural competencies in digital design inspired through co-designing with mixed groups of children from different geographical locations; (3) we raise practical issues requiring attention and further research, namely team building considering goals, social relations, skills and roles of participating children, facilitation goals and challenges, and technologies to enable conducive geographically distributed co-design.
> Summary
- The paper discusses the marginalization of Indigenous Knowledge (IK) within mainstream education and digital knowledge repositories, particularly Wikipedia, which reflects Western epistemological biases.
- It emphasizes the need for the inclusion of IK in educational systems and the co-design of learning technologies that respect and integrate indigenous perspectives.
- The authors advocate for a paradigm shift that recognizes IK as a legitimate knowledge system, challenging existing power dynamics and promoting a pluralistic knowledge society.
- The paper calls for active engagement of indigenous communities in the design and development of educational tools and digital platforms.
> Problem statement
- The paper discusses the significant problem of the marginalization and exclusion of Indigenous Knowledge (IK) within contemporary formal education systems, particularly in Southern Africa. It highlights how the current education framework, rooted in Western epistemology, undermines and often dismisses IK, leading to cultural disconnection among indigenous youth. This situation is exacerbated by the imposition of foreign languages and values, which fosters a belief in the superiority of formal education over traditional knowledge. The authors argue for the urgent need to integrate IK into curricula and recognize indigenous communities as equal partners in educational design and development.
> Methods used
- The paper discusses the use of audiovisual media to convey indigenous knowledge to wider audiences.
- A card sorting exercise was conducted to understand community members’ categorization preferences.
- The inclusive design process involved collaboration between ecologists and indigenous knowledge holders for data collection.
- Plant samples were collected and analyzed for active ingredients based on local community knowledge.
- The project aimed to document oral indigenous knowledge in a format suitable for Wikipedia.
- Researchers engaged with community members to facilitate mutual learning and knowledge sharing.
> Practical implications
- The paper highlights the need for integrating indigenous knowledge systems into formal education to preserve cultural values and practices.
- It suggests allowing indigenous students to wear traditional attire in schools to maintain their dignity and cultural identity.
- The authors emphasize the importance of collaboration between researchers and indigenous communities for mutual learning and knowledge sharing.
- The study calls for the inclusion of local indigenous teachers who understand and appreciate their knowledge systems.
- It critiques current ethics regulations that treat indigenous communities as subjects rather than equal partners in research.
- The paper addresses the need for better engagement of indigenous people in designing learning technologies.