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                /Apologize for unintended cross-mailing/
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<br>*Deadline extension:  May 25, 2019*
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<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)
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<br>**** Since 2012 also in Scopus ****
<br>**** *Since 2015 also* in *Emerging Sources Citation Index* and *Web of 
<br>Science* ***
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<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
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<br>
<br>CFP: 
<br>http://ixdea.uniroma2.it/inevent/events/idea2010/index.php?s=102&link=call41
<br>=========================================================
<br>*Guest Editors:*
<br>
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<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: *May 25, 2019 */(extended deadline)/
<br>• Notification to the authors:  June 30, 2019
<br>• Camera ready paper: September 10, 2019
<br>• Publication of the special issue: end of September, 2019
<br>
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<br>*Overview*
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<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>
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<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>
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<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>
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