Fostering youth agency in a datafied world: Unraveling cartographies of possibility with speculative education and youth participatory action research in the Nayah-Irú curriculum

Building on the need for developing educational responses to the impact of data practices in our everyday lives, a new curriculum called Nayah-Irú was designed and implemented in the context of five alternative schools in Uruguay. Nayah-Irú aimed at fostering Critical Data Literacy (CDL) using speculative civic literacies, helping youth and educators envision possible futures for the use of data in their lives while challenging oppressive practices in digital platforms. By engaging in YPAR and Speculative Education, this curriculum aimed to facilitate the development of alternative perspectives to understand how data influences our lives while disrupting the normalization of datafication. The implementation of the curriculum involved artifact documentation and a youth research conference, followed by interviews with educators. This dissertation research explores how youth develop critical data literacy through the Nayah-Irú curriculum. It also examines how youth research projects serve as examples of civic participation and how educators facilitate the development of critical data literacy. Following the multiple-case study design, 7 interviews with educators and over 60 artifacts were analyzed that were collected over 12 weeks. The cross-case qualitative analysis revealed four overarching themes: (a) speculative storytelling and real-life experiences, (b) overcoming discursive loops through civic participation, (c) guided discovery as an approach to engage in CDL and (d) remapping challenges into opportunities. Based on these themes, the study proposes the Cartographies of Possibility framework to support CDL through a place-based approach that intersects speculative play and YPAR, aiming to overcome discursive closures in relationships with data. The research holds significance for educators, researchers, and stakeholders interested in fostering critical data literacy among youth from a sociocultural perspective, positioning data literacy as a liberatory practice that cultivates awareness of systemic injustices and inspires youth to imagine more equitable futures.Agencia Nacional de Investigación e InnovaciónComisión Fulbrigh

Global prevalence and genotype distribution of hepatitis C virus infection in 2015 : A modelling study

Publisher Copyright: © 2017 Elsevier LtdBackground The 69th World Health Assembly approved the Global Health Sector Strategy to eliminate hepatitis C virus (HCV) infection by 2030, which can become a reality with the recent launch of direct acting antiviral therapies. Reliable disease burden estimates are required for national strategies. This analysis estimates the global prevalence of viraemic HCV at the end of 2015, an update of—and expansion on—the 2014 analysis, which reported 80 million (95% CI 64–103) viraemic infections in 2013. Methods We developed country-level disease burden models following a systematic review of HCV prevalence (number of studies, n=6754) and genotype (n=11 342) studies published after 2013. A Delphi process was used to gain country expert consensus and validate inputs. Published estimates alone were used for countries where expert panel meetings could not be scheduled. Global prevalence was estimated using regional averages for countries without data. Findings Models were built for 100 countries, 59 of which were approved by country experts, with the remaining 41 estimated using published data alone. The remaining countries had insufficient data to create a model. The global prevalence of viraemic HCV is estimated to be 1·0% (95% uncertainty interval 0·8–1·1) in 2015, corresponding to 71·1 million (62·5–79·4) viraemic infections. Genotypes 1 and 3 were the most common cause of infections (44% and 25%, respectively). Interpretation The global estimate of viraemic infections is lower than previous estimates, largely due to more recent (lower) prevalence estimates in Africa. Additionally, increased mortality due to liver-related causes and an ageing population may have contributed to a reduction in infections. Funding John C Martin Foundation.publishersversionPeer reviewe

Fostering youth agency in a datafied world: Unraveling cartographies of possibility with speculative education and youth participatory action research in the Nayah-Irú curriculum

Building on the need for developing educational responses to the impact of data practices in our everyday lives, a new curriculum called Nayah-Irú was designed and implemented in the context of five alternative schools in Uruguay. Nayah-Irú aimed at fostering Critical Data Literacy (CDL) using speculative civic literacies, helping youth and educators envision possible futures for the use of data in their lives while challenging oppressive practices in digital platforms. By engaging in YPAR and Speculative Education, this curriculum aimed to facilitate the development of alternative perspectives to understand how data influences our lives while disrupting the normalization of datafication. The implementation of the curriculum involved artifact documentation and a youth research conference, followed by interviews with educators. This dissertation research explores how youth develop critical data literacy through the Nayah-Irú curriculum. It also examines how youth research projects serve as examples of civic participation and how educators facilitate the development of critical data literacy. Following the multiple-case study design, 7 interviews with educators and over 60 artifacts were analyzed that were collected over 12 weeks. The cross-case qualitative analysis revealed four overarching themes: (a) speculative storytelling and real-life experiences, (b) overcoming discursive loops through civic participation, (c) guided discovery as an approach to engage in CDL and (d) remapping challenges into opportunities. Based on these themes, the study proposes the Cartographies of Possibility framework to support CDL through a place-based approach that intersects speculative play and YPAR, aiming to overcome discursive closures in relationships with data. The research holds significance for educators, researchers, and stakeholders interested in fostering critical data literacy among youth from a sociocultural perspective, positioning data literacy as a liberatory practice that cultivates awareness of systemic injustices and inspires youth to imagine more equitable futures

Fostering youth agency in a datafied world: Unraveling cartographies of possibility with speculative education and youth participatory action research in the Nayah-Irú curriculum

Building on the need for developing educational responses to the impact of data practices in our everyday lives, a new curriculum called Nayah-Irú was designed and implemented in the context of five alternative schools in Uruguay. Nayah-Irú aimed at fostering Critical Data Literacy (CDL) using speculative civic literacies, helping youth and educators envision possible futures for the use of data in their lives while challenging oppressive practices in digital platforms. By engaging in YPAR and Speculative Education, this curriculum aimed to facilitate the development of alternative perspectives to understand how data influences our lives while disrupting the normalization of datafication. The implementation of the curriculum involved artifact documentation and a youth research conference, followed by interviews with educators. This dissertation research explores how youth develop critical data literacy through the Nayah-Irú curriculum. It also examines how youth research projects serve as examples of civic participation and how educators facilitate the development of critical data literacy. Following the multiple-case study design, 7 interviews with educators and over 60 artifacts were analyzed that were collected over 12 weeks. The cross-case qualitative analysis revealed four overarching themes: (a) speculative storytelling and real-life experiences, (b) overcoming discursive loops through civic participation, (c) guided discovery as an approach to engage in CDL and (d) remapping challenges into opportunities. Based on these themes, the study proposes the Cartographies of Possibility framework to support CDL through a place-based approach that intersects speculative play and YPAR, aiming to overcome discursive closures in relationships with data. The research holds significance for educators, researchers, and stakeholders interested in fostering critical data literacy among youth from a sociocultural perspective, positioning data literacy as a liberatory practice that cultivates awareness of systemic injustices and inspires youth to imagine more equitable futures

Fostering youth agency in a datafied world: Unraveling cartographies of possibility with speculative education and youth participatory action research in the Nayah-Irú curriculum

Building on the need for developing educational responses to the impact of data practices in our everyday lives, a new curriculum called Nayah-Irú was designed and implemented in the context of five alternative schools in Uruguay. Nayah-Irú aimed at fostering Critical Data Literacy (CDL) using speculative civic literacies, helping youth and educators envision possible futures for the use of data in their lives while challenging oppressive practices in digital platforms. By engaging in YPAR and Speculative Education, this curriculum aimed to facilitate the development of alternative perspectives to understand how data influences our lives while disrupting the normalization of datafication. The implementation of the curriculum involved artifact documentation and a youth research conference, followed by interviews with educators. This dissertation research explores how youth develop critical data literacy through the Nayah-Irú curriculum. It also examines how youth research projects serve as examples of civic participation and how educators facilitate the development of critical data literacy. Following the multiple-case study design, 7 interviews with educators and over 60 artifacts were analyzed that were collected over 12 weeks. The cross-case qualitative analysis revealed four overarching themes: (a) speculative storytelling and real-life experiences, (b) overcoming discursive loops through civic participation, (c) guided discovery as an approach to engage in CDL and (d) remapping challenges into opportunities. Based on these themes, the study proposes the Cartographies of Possibility framework to support CDL through a place-based approach that intersects speculative play and YPAR, aiming to overcome discursive closures in relationships with data. The research holds significance for educators, researchers, and stakeholders interested in fostering critical data literacy among youth from a sociocultural perspective, positioning data literacy as a liberatory practice that cultivates awareness of systemic injustices and inspires youth to imagine more equitable futures

Fostering youth agency in a datafied world: Unraveling cartographies of possibility with speculative education and youth participatory action research in the Nayah-Irú curriculum

Building on the need for developing educational responses to the impact of data practices in our everyday lives, a new curriculum called Nayah-Irú was designed and implemented in the context of five alternative schools in Uruguay. Nayah-Irú aimed at fostering Critical Data Literacy (CDL) using speculative civic literacies, helping youth and educators envision possible futures for the use of data in their lives while challenging oppressive practices in digital platforms. By engaging in YPAR and Speculative Education, this curriculum aimed to facilitate the development of alternative perspectives to understand how data influences our lives while disrupting the normalization of datafication. The implementation of the curriculum involved artifact documentation and a youth research conference, followed by interviews with educators. This dissertation research explores how youth develop critical data literacy through the Nayah-Irú curriculum. It also examines how youth research projects serve as examples of civic participation and how educators facilitate the development of critical data literacy. Following the multiple-case study design, 7 interviews with educators and over 60 artifacts were analyzed that were collected over 12 weeks. The cross-case qualitative analysis revealed four overarching themes: (a) speculative storytelling and real-life experiences, (b) overcoming discursive loops through civic participation, (c) guided discovery as an approach to engage in CDL and (d) remapping challenges into opportunities. Based on these themes, the study proposes the Cartographies of Possibility framework to support CDL through a place-based approach that intersects speculative play and YPAR, aiming to overcome discursive closures in relationships with data. The research holds significance for educators, researchers, and stakeholders interested in fostering critical data literacy among youth from a sociocultural perspective, positioning data literacy as a liberatory practice that cultivates awareness of systemic injustices and inspires youth to imagine more equitable futures

Fostering youth agency in a datafied world: Unraveling cartographies of possibility with speculative education and youth participatory action research in the Nayah-Irú curriculum

Building on the need for developing educational responses to the impact of data practices in our everyday lives, a new curriculum called Nayah-Irú was designed and implemented in the context of five alternative schools in Uruguay. Nayah-Irú aimed at fostering Critical Data Literacy (CDL) using speculative civic literacies, helping youth and educators envision possible futures for the use of data in their lives while challenging oppressive practices in digital platforms. By engaging in YPAR and Speculative Education, this curriculum aimed to facilitate the development of alternative perspectives to understand how data influences our lives while disrupting the normalization of datafication. The implementation of the curriculum involved artifact documentation and a youth research conference, followed by interviews with educators. This dissertation research explores how youth develop critical data literacy through the Nayah-Irú curriculum. It also examines how youth research projects serve as examples of civic participation and how educators facilitate the development of critical data literacy. Following the multiple-case study design, 7 interviews with educators and over 60 artifacts were analyzed that were collected over 12 weeks. The cross-case qualitative analysis revealed four overarching themes: (a) speculative storytelling and real-life experiences, (b) overcoming discursive loops through civic participation, (c) guided discovery as an approach to engage in CDL and (d) remapping challenges into opportunities. Based on these themes, the study proposes the Cartographies of Possibility framework to support CDL through a place-based approach that intersects speculative play and YPAR, aiming to overcome discursive closures in relationships with data. The research holds significance for educators, researchers, and stakeholders interested in fostering critical data literacy among youth from a sociocultural perspective, positioning data literacy as a liberatory practice that cultivates awareness of systemic injustices and inspires youth to imagine more equitable futures

Fostering youth agency in a datafied world: Unraveling cartographies of possibility with speculative education and youth participatory action research in the Nayah-Irú curriculum

Building on the need for developing educational responses to the impact of data practices in our everyday lives, a new curriculum called Nayah-Irú was designed and implemented in the context of five alternative schools in Uruguay. Nayah-Irú aimed at fostering Critical Data Literacy (CDL) using speculative civic literacies, helping youth and educators envision possible futures for the use of data in their lives while challenging oppressive practices in digital platforms. By engaging in YPAR and Speculative Education, this curriculum aimed to facilitate the development of alternative perspectives to understand how data influences our lives while disrupting the normalization of datafication. The implementation of the curriculum involved artifact documentation and a youth research conference, followed by interviews with educators. This dissertation research explores how youth develop critical data literacy through the Nayah-Irú curriculum. It also examines how youth research projects serve as examples of civic participation and how educators facilitate the development of critical data literacy. Following the multiple-case study design, 7 interviews with educators and over 60 artifacts were analyzed that were collected over 12 weeks. The cross-case qualitative analysis revealed four overarching themes: (a) speculative storytelling and real-life experiences, (b) overcoming discursive loops through civic participation, (c) guided discovery as an approach to engage in CDL and (d) remapping challenges into opportunities. Based on these themes, the study proposes the Cartographies of Possibility framework to support CDL through a place-based approach that intersects speculative play and YPAR, aiming to overcome discursive closures in relationships with data. The research holds significance for educators, researchers, and stakeholders interested in fostering critical data literacy among youth from a sociocultural perspective, positioning data literacy as a liberatory practice that cultivates awareness of systemic injustices and inspires youth to imagine more equitable futures

Fostering youth agency in a datafied world: Unraveling cartographies of possibility with speculative education and youth participatory action research in the Nayah-Irú curriculum

Building on the need for developing educational responses to the impact of data practices in our everyday lives, a new curriculum called Nayah-Irú was designed and implemented in the context of five alternative schools in Uruguay. Nayah-Irú aimed at fostering Critical Data Literacy (CDL) using speculative civic literacies, helping youth and educators envision possible futures for the use of data in their lives while challenging oppressive practices in digital platforms. By engaging in YPAR and Speculative Education, this curriculum aimed to facilitate the development of alternative perspectives to understand how data influences our lives while disrupting the normalization of datafication. The implementation of the curriculum involved artifact documentation and a youth research conference, followed by interviews with educators. This dissertation research explores how youth develop critical data literacy through the Nayah-Irú curriculum. It also examines how youth research projects serve as examples of civic participation and how educators facilitate the development of critical data literacy. Following the multiple-case study design, 7 interviews with educators and over 60 artifacts were analyzed that were collected over 12 weeks. The cross-case qualitative analysis revealed four overarching themes: (a) speculative storytelling and real-life experiences, (b) overcoming discursive loops through civic participation, (c) guided discovery as an approach to engage in CDL and (d) remapping challenges into opportunities. Based on these themes, the study proposes the Cartographies of Possibility framework to support CDL through a place-based approach that intersects speculative play and YPAR, aiming to overcome discursive closures in relationships with data. The research holds significance for educators, researchers, and stakeholders interested in fostering critical data literacy among youth from a sociocultural perspective, positioning data literacy as a liberatory practice that cultivates awareness of systemic injustices and inspires youth to imagine more equitable futures

Fostering youth agency in a datafied world: Unraveling cartographies of possibility with speculative education and youth participatory action research in the Nayah-Irú curriculum

Building on the need for developing educational responses to the impact of data practices in our everyday lives, a new curriculum called Nayah-Irú was designed and implemented in the context of five alternative schools in Uruguay. Nayah-Irú aimed at fostering Critical Data Literacy (CDL) using speculative civic literacies, helping youth and educators envision possible futures for the use of data in their lives while challenging oppressive practices in digital platforms. By engaging in YPAR and Speculative Education, this curriculum aimed to facilitate the development of alternative perspectives to understand how data influences our lives while disrupting the normalization of datafication. The implementation of the curriculum involved artifact documentation and a youth research conference, followed by interviews with educators. This dissertation research explores how youth develop critical data literacy through the Nayah-Irú curriculum. It also examines how youth research projects serve as examples of civic participation and how educators facilitate the development of critical data literacy. Following the multiple-case study design, 7 interviews with educators and over 60 artifacts were analyzed that were collected over 12 weeks. The cross-case qualitative analysis revealed four overarching themes: (a) speculative storytelling and real-life experiences, (b) overcoming discursive loops through civic participation, (c) guided discovery as an approach to engage in CDL and (d) remapping challenges into opportunities. Based on these themes, the study proposes the Cartographies of Possibility framework to support CDL through a place-based approach that intersects speculative play and YPAR, aiming to overcome discursive closures in relationships with data. The research holds significance for educators, researchers, and stakeholders interested in fostering critical data literacy among youth from a sociocultural perspective, positioning data literacy as a liberatory practice that cultivates awareness of systemic injustices and inspires youth to imagine more equitable futures