Rights statement: © ACM, 2022. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in AfriCHI 2021: 3rd African Human-Computer Interaction Conference: Inclusiveness and Empowerment https://doi.org/10.1145/3448696.3448703
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Final published version
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSN › Conference contribution/Paper › peer-review
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TY - GEN
T1 - Problematising Identity, Positionality, and Adequacy in HCI4D Fieldwork
T2 - AfriCHI 2021: 3rd African Human-Computer Interaction Conference: Inclusiveness and Empowerment
AU - Adamu, Muhammad Sadi
N1 - © ACM, 2022. This is the author's version of the work. It is posted here by permission of ACM for your personal use. Not for redistribution. The definitive version was published in AfriCHI 2021: 3rd African Human-Computer Interaction Conference: Inclusiveness and Empowerment https://doi.org/10.1145/3448696.3448703
PY - 2021/7/8
Y1 - 2021/7/8
N2 - Ontological and epistemological differences between Western and non-Western traditions makes investigating and understanding other cultures using stereotypical (Western) approaches and methods rather difficult. At the intersection of a crisis of identity, epistemic positionality and cultural adequacy, this paper reflects on the ethical and methodological implications of the practices of HCI4D fieldwork that seek to decode and deconstruct the mundane practices of designing and deploying educational technologies in Nigeria. The reflection identifies a range of issues concerning the limiting relevance of conventional methods of undertaking field studies in Africa, while also showing the appropriateness of indigenous approaches. This has significant importance for the practices of those wishing to work in/with African communities in design projects.
AB - Ontological and epistemological differences between Western and non-Western traditions makes investigating and understanding other cultures using stereotypical (Western) approaches and methods rather difficult. At the intersection of a crisis of identity, epistemic positionality and cultural adequacy, this paper reflects on the ethical and methodological implications of the practices of HCI4D fieldwork that seek to decode and deconstruct the mundane practices of designing and deploying educational technologies in Nigeria. The reflection identifies a range of issues concerning the limiting relevance of conventional methods of undertaking field studies in Africa, while also showing the appropriateness of indigenous approaches. This has significant importance for the practices of those wishing to work in/with African communities in design projects.
KW - African HCI
KW - Identity
KW - Positionality
KW - Reflexivity
KW - Relationality
KW - Reciprocity
KW - Fireldwork
U2 - 10.1145/3448696.3448703
DO - 10.1145/3448696.3448703
M3 - Conference contribution/Paper
SP - 65
EP - 74
BT - AfriCHI 2021
PB - ACM
CY - New York
Y2 - 8 March 2021 through 12 March 2021
ER -