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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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 - Rethinking Technology Design and Deployment in Africa
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://dl.acm.org/doi/abs/10.1145/3448696.3448704
PY - 2021/7/8
Y1 - 2021/7/8
N2 - 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.
AB - 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.
KW - African Standpoint
KW - Design
KW - Development
KW - Deployment
KW - Situated Approach
U2 - 10.1145/3448696.3448704
DO - 10.1145/3448696.3448704
M3 - Conference contribution/Paper
SP - 75
EP - 83
BT - AfriCHI 2021
PB - ACM
CY - New York
Y2 - 8 March 2021 through 12 March 2021
ER -