Message posted on 17/04/2019
Last CFP: Special issue on "Indigenous Knowledge and Practices contributing to new approaches in learning/educational technologies" - IxD&A Journal
/Apologize for unintended cross-mailing/ <br>========================================================= <br>Special Issue on <br>*Indigenous Knowledge and Practices contributing to new approaches in <br>learning/educational technologies* <br> <br>to be published at the <br>/*Interaction Design and Architecture(s) Journal (IxD&A)*/ <br>(ISSN 1826-9745, eISSN 2283-2998) <br>---------------------------------------------------------------- <br>**** Since 2012 also in Scopus **** <br>**** *Since 2015 also* in *Emerging Sources Citation Index* and *Web of <br>Science* *** <br>*---------------------------------------------------------------- <br>IxD&A implements the Gold Open Access (OA) road to its contents <br>with no charge to the authors (submission & paper processing) <br> <br>Help us in improving the quality of the editorial process and of the <br>journal, please donate: <br>https://www.paypal.com/cgi-bin/webscr?cmd=_s-xclick&hosted_button_id=5EUX7CQ3GKSSG <br>---------------------------------------------------------------- <br> <br>CFP: <br>http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=102&link=call41 <br>========================================================= <br>*Guest Editors:* <br> --------------------------------------------------------- -- <br>/• Kasper Rodil, Aalborg University, Denmark <br>• Heike Winschiers-Theophilus, Namibia University of Science and <br>Technology, Namibia <br>• Tutaleni I. Asino, Oklahoma State University, United States <br>• Tariq Zaman, CECOS University of IT and Emerging Sciences, Pakistan/ <br>=========================================== <br>*Important dates:* <br>----------------------------------------------------------- <br>• Deadline: *April 30, 2019 * <br>• Notification to the authors: June 20, 2019 <br>• Camera ready paper: September 10, 2019 <br>• Publication of the special issue: end of September, 2019 <br> <br>=========================================== <br>*Overview* <br>----------------------------------------------------------- <br>The objective of this special issue is to bring together a number of <br>high-quality articles from people across the globe, belonging to or in <br>close partnership with indigenous communities. We seek submissions from <br>individuals and research groups who embrace practices and theories <br>rooted in Indigenous Knowledge systems, are critical of existing <br>tensions and trends while contributing to technology design in formal <br>and informal learning contexts through a dialogical approach. The focus <br>of the special issue is at the juncture of indigeneity and technology <br>design within learning contexts. <br>Although research collaborations with indigenous communities have <br>increased and the value of indigenous knowledge has long been <br>recognised, the integration of indigenous knowledge and practices into <br>formal education is lacking behind. Semali (1999) has attributed this to <br>conflicting systems dominated by established academic institutes and <br>procedures. Indigenous knowledge and peoples are at best regarded as <br>“subjects” encapsulated within academic discourses. Extremely derogative <br>accounts of Indigenous peoples and their cultures ranging from natural, <br>wild to primitive individuals, incapable of attending to their own <br>affairs can still be found (Semali & Kincheloe, 2002). The authors <br>speculate that the term indigenous or the concept of indigenous <br>knowledge tend to evoke condescension or at best little appreciation for <br>the insight and understanding such knowledge might provide to <br>individuals in a community and society at large (Semali & Kincheloe, <br>2002). Thus neither are indigenous pedagogical practices considered in <br>formal learning approaches, nor in ethical guidelines or other <br>institutional regulations, nor are indigenous knowledge holders formally <br>recognised. Consequently, the mainstream development of technologies for <br>and within formal and informal learning contexts does not comprise <br>indigenous ways of knowing or doing. Indigenous knowledge is once more <br>reduced to “content” in the setting of technology design rather than <br>being embraced in the approaches to design or for the technology design <br>itself. This is apparent in many designs of digital cultural heritage <br>safeguarding technologies, used in formal learning settings such as <br>museums or educational institutes as well as for informal learning <br>tools, often used in tourism. <br>Disseminating community-based intangible cultural heritage (ICH) often <br>becomes contentious when subjected to digitisation technologies as means <br>for knowledge transfer. One foreseeable dilemma is the subordination of <br>ICH to digital technologies and their origins as constructions from <br>dominant societies also ruling formal educational settings. On a more <br>hidden layer there are the approaches which are governed by emancipatory <br>and action research methodologies, but where inside matters of <br>community-based biases towards own heritage challenges both the <br>discourse on technology, representation and source alike (Rodil et al., <br>2014). Technology being transported from elsewhere might not be so <br>easily implemented in indigenous communities or aligned with their <br>viewpoints, but that does not imply that technology is “anti-indigenous” <br>(Mushiba and Asino, 2015). Rather it means that we should strive for <br>more technology development from within and in collaboration (Rodil, 2017). <br>In the broader context of learning, we encourage authors to deconstruct <br>mainframe paradigms and to embrace indigenous knowledge and practices <br>within the design and technologies contributing to new approaches <br> <br>----------------------------------------------------------- <br>*Topics of Interest* <br>----------------------------------------------------------- <br>• Reflections on and technical constructions of learning technologies in <br>indigenous settings <br>• Learning from indigenous pedagogies <br>• Design methodologies of learning technologies <br>• Social Robotics <br>• Digitisation of cultural heritage <br>• Technical systems (mixed reality (vr and ar), mobile,) <br>• Socio-Technical systems <br> <br>=========================================== <br>/*Submission guidelines and procedure*/ <br>---------------------------------------------------------- <br>All submissions (abstracts and later final manuscripts) must be original <br>and may not be under review by another publication. <br>The manuscripts should be submitted either in .doc or in .rtf format. <br>All papers will be blindly peer-reviewed by at least two reviewers. <br>Authors are invited to submit 8-20 pages paper (including authors' <br>information, abstract, all tables, figures, references, etc.). <br>The paper should be written according to the IxD&A authors' guidelines <br>->http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=101&a=7 <br> <br> <br>========================================================== <br>*Authors' guidelines* <br>---------------------------------------------------------- <br>Link to the paper submission page: <br>http://ixdea-2018.uniroma2.it/ojs/index.php/ixdea/login <br> <br>(Please upload all submissions using the Submission page. <br>When submitting the paper, please, choose the section: <br>"SI: IKP contributing to new approaches in learning/educational <br>technologies") <br> <br>More information on the submission procedure and on the characteristics <br>of the paper format can be found on the website of the IxD&A Journal <br>where information on the copyright policy and responsibility of authors, <br>publication ethics and malpractice are published. <br> <br>For scientific advice and queries, please contact any of the <br>guest-editors below and mark the subject as: <br>/IKP contributing to new approaches in learning/educational technologies/ <br> <br>• kr [at] create [dot] aau [dot] dk <br> <br>-----------------------------------------------------------------------------* <br>*** <br>* Forthcoming issues:* <br>http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=102 <br> <br> <br>• Autumn 2019 <br>'Co-Creation in the Design, Development and Implementation of <br>Technology-Enhanced Learning' <br>Guest Editors: Panagiotis Antoniou, Sebastian Dennerlein, István Koren, <br>Tamsin Treasure-Jones <br> <br>• Winter 2019 <br>'Smart Learning Ecosystems - design literacy as cornerstones of smart <br>education' <br>Guest editors: Stefania Manca, Matthias Rehm, Jelle Saldien, Carlo <br>Giovannella <br> <br>---------------------------------------------------------- <br>_______________________________________________ <br>EASST's Eurograd mailing list <br>Eurograd (at) lists.easst.net <br>Unsubscribe or edit subscription options: http://lists.easst.net/listinfo.cgi/eurograd-easst.net <br> <br>Meet us via https://twitter.com/STSeasst <br> <br>Report abuses of this list to Eurograd-owner@lists.easst.netview formatted text
EASST-Eurograd
mailing list
30 recent messages
30 recent messages
- 20/04/2024 CFP: Workshop on Generative AI as a method in social sciences
- 20/04/2024 Webinar Reminder: Alternative Pathways for Patient Access to Advanced Therapies
- 20/04/2024 CfP: 6th International Workshop on Formal Methods for Autonomous Systems (FMAS 2024)
- 20/04/2024 Participatory prototyping biomaterials: 2 year research position (post-doc level)
- 20/04/2024 Call for papers - Minerva Special Issue "Little Science, Big Science, Global Science: The Growth of Science and its Consequences"
- 20/04/2024 Call for Papers: TIME/LESS - Sensing, Planning, Designing in Complex Cities and Regions (AESOP TG Planning & Complexity)
- 20/04/2024 Call for Papers: TIME/LESS - Sensing, Planning, Designing in Complex Cities and Regions (AESOP TG Planning & Complexity)
- 17/04/2024 2nd CFP: 4th Workshop on Agents and Robots for reliable Engineered Autonomy (AREA 2024)
- 17/04/2024 April 26 - Seminar session with Niels Ten Oever - Sanctions, Standards, and Sovereignty
- 15/04/2024 PhD Studentship: Forming Futures
- 15/04/2024 PhD Studentship: Forming Futures
- 15/04/2024 Reminder: TATuP: CfA 34/1 (2025): "Practices and concepts of 'care' in sustainability transformations"
- 15/04/2024 Two PhD vacancies in Social Studies of Scholarly Communication and Peer Review
- 15/04/2024 3-year fully funded PhD position on digital infrastructure breakdown
- 15/04/2024 [Deadline: 23 Apr] International Summer Digital Workshop: Gender and Innovation in Post-Pandemic Ableism: Social, Environmental, and Digital Justice
- 13/04/2024 April 18, 13:15 - Webinar Anna Nikolaeva, "Politics of non-knowing"
- 13/04/2024 CfA: SI environ|mental urbanities
- 13/04/2024 Vernon Press - "Science, Technology and Society for a Post-Truth Age: Comparative Dialogues on Reflexivity"
- 13/04/2024 Conference "Imaginations of Autonomy" Registration Reminder
- 13/04/2024 Athena VU Amsterdam is hiring: Three career track (to tenured) assistant professorships | Transformative Learning | Management of Innovations | System transformation in health and well-being (last one in Dutch)
- 06/04/2024 AUP Liveable Futures Series: call for proposals
- 06/04/2024 Scientific Officer for Sustainable Food Systems and Risk Communication
- 06/04/2024 Bonn History and Philosophy of Physics research seminar in the summer term of 2024
- 06/04/2024 PhD Position - University of Amsterdam on "Contested Epistemologies of Sustainability"
- 06/04/2024 7th STS Italia Summer School | ArTS in Society - Application deadline April 28, 2024
- 06/04/2024 RESCHEDULED: iHuman Spring 2024 International Guest Seminar Series - The Imperfectly Perfect Robot with Katherine Harrison
- 06/04/2024 PhD Position - University of Amsterdam on "Contested Epistemologies of Sustainability"
- 03/04/2024 EXTENDED DEADLINE – Science Studies Symposium (Helsinki 06-07.06.24)
- 29/03/2024 The Social Life of Creative Methods: An Interdisciplinary Workshop
- 29/03/2024 Call for Participation – PhD Summer School "Technography" (25 & 26 July, Dortmund, GER)