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  • AfriCHI2021_8

    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://dl.acm.org/doi/abs/10.1145/3448696.3448704

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Rethinking Technology Design and Deployment in Africa: Lessons from an African Standpoint

Research output: Contribution in Book/Report/Proceedings - With ISBN/ISSNConference contribution/Paperpeer-review

Published
Publication date8/07/2021
Host publicationAfriCHI 2021: 3rd African Human-Computer Interaction Conference (AfriCHI 2021), March 08–12, 2021, Maputo, Mozambique. ACM.
Place of PublicationNew York
PublisherACM
Pages75-83
Number of pages9
ISBN (Electronic)9781450388696
<mark>Original language</mark>English
EventAfriCHI 2021: 3rd African Human-Computer Interaction Conference: Inclusiveness and Empowerment - Maputo, Mozambique
Duration: 8/03/202112/03/2021
https://dl.acm.org/doi/proceedings/10.1145/3448696

Conference

ConferenceAfriCHI 2021: 3rd African Human-Computer Interaction Conference: Inclusiveness and Empowerment
Country/TerritoryMozambique
CityMaputo
Period8/03/2112/03/21
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Conference

ConferenceAfriCHI 2021: 3rd African Human-Computer Interaction Conference: Inclusiveness and Empowerment
Country/TerritoryMozambique
CityMaputo
Period8/03/2112/03/21
Internet address

Abstract

Research in HCI4D has emphasized the need for a critical analysis of how conventional design paradigms and analytical orientations work in non-western contexts. This necessitates an examination of how indigenous modes of knowing could inform the framing and making of technological innovation in Africa. This paper draws on four empirical cases to show how stereotypical (often colonial and neo-colonial) design paradigms might have hastily misrepresented the situated practices of designing and deploying educational technologies in Nigeria. The paper argues that a situated standpoint orientation provides a way of approaching and analysing the plurality of the African context – which in essence relies on indigenous practices and knowledge in designing operational interventions that can be adopted and used to support teaching and learning. Thus, the temporal analysis of the four cases points to the material implications of the interactivity between culture and locale in extending indigenous practices of design.

Bibliographic note

© 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://dl.acm.org/doi/abs/10.1145/3448696.3448704