Start a revolution in your head! The rebirth of ICT ethics education

This paper is a viewpoint rather than grounded in research. It questions some of the established ICT norms and traditions which exist both in industry and academia. The aim is to review current ICT ethics educational strategy and suggest a repositioning which aligns with the concept of computing by everyone for everyone. Professional bodies, in their current role, have little influence on 97 percent of global software developers whose ethical code and attitude to social responsibility comes from elsewhere. There needs to be a radical change in how the ethical and social responsibility dimension of ICT is included in education of the whole population rather than focusing on the elitist computing professional community. It is against this backdrop that this paper explores new avenues for widening education, both formal and informal, to all those who may become involved in computing. The discussion concludes by laying out a new pathway for ICT ethics education which embraces people of all ages and all walks of life

Multimedia of the Mind: Digital Rhetoric and Interdisciplinary Acquisition

Multimodal digital narratives are currently in the spotlight for acquisition into the digital humanities. The narrative form is emerging with great research interest, the form having no previously established traditions. This research paper attempts to define the nature of multimodal digital narratives and their implementation into modern society. Specifically, the paper addresses the digital rhetoric appropriated by multimodal digital narratives and how it translates into modifying perceptions of society. This multimodal digital rhetoric is then explored in the context of digital activism and education, formative social discourses the augment societal perceptions. Digital rhetoric is utilized to augment a user’s reality to distort and influence societal perceptions. Audio, visuals, user interface, reading, and text all filter into digital rhetoric, compounding an author’s ideas with each added element. All aspects of a digital narrative are tended to create user immersion, creating a multi-sensory narrative. The quality of user immersion and variability in narrative navigation, provides a personalized meaning individual to every user. Digital rhetoric is a means in which the author shapes the limits of what a user retains from the narrative itself. Examining instances of multimodal digital narratives reveals the quality of societal distortion. By using my research to create the multimodal digital narrative, “Promise of Paradise,” I explored digital activism though the platform, Twine. Authors model reality through a predetermined system that allows for authorial intent. The system and elements, designed by the author, indicate motivation and display the specific intent an author has in the creation of their multimodal digital narrative. These concepts speak of immense power and capability, filtering into digital activism and modern education

Maker Literacies and Maker Citizenship in the MakEY (Makerspaces in the Early Years) Project

In this paper, the potential relationship between creative citizenship and what may be termed ‘maker literacies’ is examined in the light of emergent findings from an international project on the use of makerspaces in early childhood, “MakEY” (see http://makeyproject.eu). The paper outlines the concept of creative citizenship and considers the notion of maker literacies before moving on to examine how maker literacies might be developed in early-years curricula in ways that foster civic engagement. Three vignettes are offered of makerspaces in early-years settings and a museum in Finland, Norway, and the UK. The activities outlined in the vignettes might be conceived of as ‘maker citizenship’, a concept which draws together understandings of making, digital literacies, and citizenship. The paper considers the implications of this analysis for future research and practice.Peer reviewe

Teaching and Learning Systems Thinking : What, Why, When, Where, Who, What For, How?

Currently everybody needs to be educated for lifelong time, so we have to be careful what we put in the education programs, and when, in order to create a systems thinking acquired culture and an ethical holistic behaviour

Tendencias tecnoculturales digitales del siglo XXI en Nigeria y el pseudoísmo de la globalización en África

In prevalent scholarship, the words ‘Africa’ and ‘globalization’ have always been depicted as sharing a tenuous relationship that reveals several problems underlying the Eurocentric belief in the synchronicity of the world’s supposed progressive globality. The skepticism extended towards the concept of globalization in Africa is foregrounded against the fact that the continent’s socio-economic and political developments run at an uneven pace, different from the rest of the world. However, while it is easy to dismiss globalization as a western concept that does not holistically concern Africa, it is impossible to ignore the far-reaching significance of global attitudes and attributes in countries like Nigeria. In Nigeria, one such seemingly global hallmark is the popularization of digital technological trends such as social media, artistic internationalism, pop-cultural co modification, celebrityhood, and the embrace of digital economies such as cryptocurrency and blockchain technology. This proposed paper aims to expand on this techno-cultural strand of ‘globalization’ in Nigeria by referring to current experiential realities obtained from an observational study of Nigerian millennials and Gen-Zers, while arguing that the asymmetrical rise of culturally symbolic digital trends in Nigeria does, in fact, reveal the facadism and pseudoism of the concept of globalization.En la erudición predominante, las palabras “África” y “globalización” siempre se han descrito como compartiendo una relación tenue que revela varios problemas subyacentes a la creencia eurocéntrica en la sincronicidad de la supuesta globalidad progresista del mundo. El escepticismo extendido hacia el concepto de globalización en África se contrapone al hecho de que la evolución socioeconómica y política del continente se desarrolla a un ritmo desigual, diferente al del resto del mundo. Sin embargo, si bien es fácil descartar la globalización como un concepto occidental que no concierne de manera integral a África, es imposible ignorar la importancia de gran alcance de las actitudes y atributos globales en países como Nigeria. En Nigeria, uno de esos sellos aparentemente globales es la popularización de las tendencias tecnológicas digitales como las redes sociales, el internacionalismo artístico, la co-modificación de la cultura pop, la fama y la adopción de economías digitales como las criptomonedas y la tecnología blockchain. Este documento tiene como objetivo expandir esta vertiente tecnocultural de la ‘globalización’ en Nigeria al referirse a las realidades experienciales actuales obtenidas de un estudio observacional de los millennials y Gen-Z de Nigeria, mientras argumenta que el ascenso asimétrico de las tendencias digitales culturalmente simbólicas en Nigeria de hecho, revela el facadismo y el pseudoísmo del concepto de globalización

Heritage With No Fixed Abode: Transforming Cultural Heritage for Migrant Communities in Inner-City Leeds

This paper reports on the second phase of the AHRC-funded Translation and Translanguaging (TLang) project, on the theme of Heritage. The Key Participant for the Heritage theme in Leeds is Monika, a young Slovak Roma woman living and working in inner-city Leeds. Monika and her brother Ivan each aspire to setting up cultural spaces for the Roma people in their area. The activities they hope to initiate will safeguard and transmit to others that which is important to them – their heritage – including music, food, dance. As yet, there is no such space for the Roma in Leeds, and in this respect they are attempting to make something happen where there is currently nothing. We follow Monika in particular, as she attempts to bring her ideas into being. With the support of others, Monika tries to transform her available cultural capital into something that will preserve and consolidate heritage but will also earn her a living. This she does by starting to set up a social enterprise. Among other activities this entails the completion of a business plan. We follow her as the plan moves through stages of transformation, and in the process see her dreams and aspirations become both tangible and at the same time constrained. In the later parts of the paper we examine familiar tokens of cultural heritage, food and music, that play a part in the daily lives of Monika and her family, but which (in the case of food) Ivan is attempting to transform from cultural to economic capital, to make something that provides a living

Tangled Roots: Exploring Appalachian Feminisms

Women have long been overlooked as key figures in the cultural history of Appalachia. The exhibition Tangled Roots: Exploring Appalachian Feminisms seeks to examine the ways in which women artists across the region have kept traditions alive while redefining creative practices that were once seen strictly as “women’s work.” In particular, the exhibition aims to explore how women have reimagined “craft” through skillful attention to materials, manual dexterity, and application of critical and conceptual rigor. The concept of craft is defined in this context to include all hand-made work that requires developed skills, whether they belong to traditional craft-based practices or ones associated with the so-called fine arts. With this unifying and expanded definition that spans a variety of creative endeavors, the show seeks to break down the traditional boundaries and distinctions used to divide art from craft.https://uknowledge.uky.edu/art_exhibitioncat_2022/1001/thumbnail.jp

Dramatic Indigenization: An Investigation and Analysis of Indigenizing Saskatchewan Drama Curriculum

A current barrier to Indigenizing the current Canadian school system is the lack of knowledge by educators of how to teach using Indigenous ways of knowing in a meaningful and authentic way. The research I have conducted proposes that an already existing curriculum can be Indigenized by taking the established learning outcomes and meeting them using Indigenous ways of knowing and learning. Using the Saskatchewan drama curricula this research first analyzes the currently used drama curriculum in Saskatchewan, and determines how and if it currently teaches with an Indigenous paradigm in mind. This research then develops the ATS (Action/Text/Subtext) framework that determines how to conceptualize drama using Indigenous ways of knowing across grades 10-12 so that the same curriculum outcomes as before are maintained, but are taught through Indigenous paradigm and using Indigenous ways of knowing. The hope of this research is to focus on creating a paradigm shift that moves from the colonial paradigm in which the current drama curriculum has been created, into a paradigm that utilizes Indigenous ways of knowing in order to Indigenize how curriculum is understood and taught within schools

Critical reflections on tourism: Phenomenological perspectives on global-South, degrowth and the role of visual aids

From a critical phenomenology perspective, it is possible to interpret tourism as an open arena where different players interact, thus illustrating the rationale behind their epistemic positioning. Tourism, as an economic sector, is both a product and a producer of what is happening at global level. This to-and-from mutual determinations may be exemplified by visual aids that help to map the conceptual models that shape scientific debate. The research objective of the present study is to critically explore the theoretical potential of the global-South paradigm in order to bring a better understanding of tourism, illuminating the creative tensions that are shaping this dynamic, complex, multifactorial and structuring sector. The global-South paradigm involves degrowth theories and other non-orthodox economic perspectives that determine how cities, communities and territories manage their symbolic and intangible heritage that, in turn, determine decision-making, political debate and, ultimately, the living conditions of their population. The contribution of the present research is to draw together a plethora of academic schools of thought that may help to critically identify the active forces in the tourism sector. The goal is not to offer detailed scientific evidence of the social, economic and political strains in tourism but to indicate and to highlight the potential that is already there to be explored in open reflection and in theoretical incursions, contributing to expand the horizons of thought and action of contemporary societies

Beyond Lurking and Trolling: Examination of College Student Literacy Practices in Online Asynchronous Discussion Spaces

Over the course of the past 15 years, college student populations as well as information technologies have undergone dramatic changes. Today’s college populations are more diverse as women, minorities, non-traditional students and veterans are the fastest growing populations. Additionally, the number of people enrolled in colleges has gone from 4.9 million in 2000 to 20.2 million in 2017. Simultaneously, the growth and proliferation of information technologies have changed the ways information is consumed and social relationships formed. The Internet, and discursive spaces that are specific to it, allow people to learn at their own pace, connect across national borders, and experiment with identities. This dissertation worked towards understanding how various college populations interact with online spaces, particularly asynchronous online spaces such as Reddit, Quora, Amazon product reviews, and various other spaces. The qualitative data collected for the dissertation included a survey of 84 participants and interviews with 12 participants. The data were analyzed using a theoretical framework based on Socio-Cultural Theories of Literacies, Critical Media Studies, and Postcolonial Theory. Findings and implications of this dissertation show a need for increased involvement in critical media literacies education of college students, and a need for educators to build culturally responsive, civic-based, and globally minded curricula rooted in student information technology usage