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Message posted on 02/05/2019

CFP extension: Special issue on "Indigenous Knowledge and Practices contributing to new approaches in learning/educational technologies" - IxD&A Journal

/Apologize for unintended cross-mailing/
Deadline extension:  May 25, 2019
/ =========================================================

Special Issue on
Indigenous Knowledge and Practices contributing to new approaches in
learning/educational technologies

to be published at the
/Interaction Design and Architecture(s) Journal (IxD&A)/
(ISSN 1826-9745, eISSN 2283-2998)
Since 2012 also in Scopus
* Since 2015 also in Emerging Sources Citation Index and Web of

IxD&A implements the Gold Open Access (OA) road to its contents
with no charge to the authors (submission & paper processing)

Help us in improving the quality of the editorial process and of the
journal, please donate:

Guest Editors:

/• Kasper Rodil, Aalborg University, Denmark
• Heike Winschiers-Theophilus, Namibia University of Science and
Technology, Namibia
• Tutaleni I. Asino, Oklahoma State University, United States
• Tariq Zaman, CECOS University of IT and Emerging Sciences, Pakistan/
Important dates:
• Deadline:
May 25, 2019 /(extended deadline)/
• Notification to the authors:  June 30, 2019
• Camera ready paper: September 10, 2019
• Publication of the special issue: end of September, 2019

The objective of this special issue is to bring together a number of
high-quality articles from people across the globe, belonging to or in
close partnership with indigenous communities. We seek submissions from
individuals and research groups who embrace practices and theories
rooted in Indigenous Knowledge systems, are critical of existing
tensions and trends while contributing to technology design in formal
and informal learning contexts through a dialogical approach. The focus
of the special issue is at the juncture of indigeneity and technology
design within learning contexts.
Although research collaborations with indigenous communities have
increased and the value of indigenous knowledge has long been
recognised, the integration of indigenous knowledge and practices into
formal education is lacking behind. Semali (1999) has attributed this to
conflicting systems dominated by established academic institutes and
procedures. Indigenous knowledge and peoples are at best regarded as
“subjects” encapsulated within academic discourses. Extremely derogative
accounts of Indigenous peoples and their cultures ranging from natural,
wild to primitive individuals, incapable of attending to their own
affairs can still be found (Semali & Kincheloe, 2002). The authors
speculate that the term indigenous or the concept of indigenous
knowledge tend to evoke condescension or at best little appreciation for
the insight and understanding such knowledge might provide to
individuals in a community and society at large (Semali & Kincheloe,
2002). Thus neither are indigenous pedagogical practices considered in
formal learning approaches, nor in ethical guidelines or other
institutional regulations, nor are indigenous knowledge holders formally
recognised. Consequently, the mainstream development of technologies for
and within formal and informal learning contexts does not comprise
indigenous ways of knowing or doing. Indigenous knowledge is once more
reduced to “content” in the setting of technology design rather than
being embraced in the approaches to design or for the technology design
itself. This is apparent in many designs of digital cultural heritage
safeguarding technologies, used in formal learning settings such as
museums or educational institutes as well as for informal learning
tools, often used in tourism.
Disseminating community-based intangible cultural heritage (ICH) often
becomes contentious when subjected to digitisation technologies as means
for knowledge transfer. One foreseeable dilemma is the subordination of
ICH to digital technologies and their origins as constructions from
dominant societies also ruling formal educational settings. On a more
hidden layer there are the approaches which are governed by emancipatory
and action research methodologies, but where inside matters of
community-based biases towards own heritage challenges both the
discourse on technology, representation and source alike (Rodil et al.,
2014). Technology being transported from elsewhere might not be so
easily implemented in indigenous communities or aligned with their
viewpoints, but that does not imply that technology is “anti-indigenous”
(Mushiba and Asino, 2015). Rather it means that we should strive for
more technology development from within and in collaboration (Rodil, 2017).
In the broader context of learning, we encourage authors to deconstruct
mainframe paradigms and to embrace indigenous knowledge and practices
within the design and technologies contributing to new approaches

Topics of Interest
• Reflections on and technical constructions of learning technologies in
indigenous settings
• Learning from indigenous pedagogies
• Design methodologies of learning technologies
• Social Robotics
• Digitisation of cultural heritage
• Technical systems (mixed reality (vr and ar), mobile,)
• Socio-Technical systems

/Submission guidelines and procedure/
All submissions (abstracts and later final manuscripts) must be original
and may not be under review by another publication.
The manuscripts should be submitted either in .doc or in .rtf format.
All papers will be blindly peer-reviewed by at least two reviewers.
Authors are invited to submit 8-20 pages paper (including authors'
information, abstract, all tables, figures, references, etc.).
The paper should be written according to the IxD&A authors' guidelines

Authors' guidelines
Link to the paper submission page:

(Please upload all submissions using the Submission page.
When submitting the paper, please, choose the section:
"SI: IKP contributing to new approaches in learning/educational

More information on the submission procedure and on the characteristics
of the paper format can be found on the website of the IxD&A Journal
where information on the copyright policy and responsibility of authors,
publication ethics and malpractice are published.

For scientific advice and queries, please contact any of the
guest-editors below and mark the subject as:
/IKP contributing to new approaches in learning/educational technologies/

• kr [at] create [dot] aau [dot] dk

Forthcoming issues:*

• Autumn 2019
'Co-Creation in the Design, Development and Implementation of
Technology-Enhanced Learning'
Guest Editors: Panagiotis Antoniou, Sebastian Dennerlein, István Koren,
Tamsin Treasure-Jones

• Winter 2019
'Smart Learning Ecosystems - design literacy as cornerstones of smart
Guest editors: Stefania Manca, Matthias Rehm, Jelle Saldien, Carlo

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