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Carlo Giovannella <[log in to unmask]>
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Carlo Giovannella <[log in to unmask]>
Wed, 17 Apr 2019 20:29:09 +0200
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/Apologize for unintended cross-mailing/
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 
Science* ***
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: *April 30, 2019 *
• Notification to the authors:  June 20, 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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