Reimagining an inclusive digital future for learning

Reimagining a more inclusive future of virtual identities must question who creates virtual systems, for whom and what ends. Therefore, the inclusion of underrepresented communities in the design of virtual systems is critical to reimagining this future. Virtual identities/avatar customisation must also transcend value-ladened concepts, such as race, and adopt a definition of identity that includes users’ sociocultural identity informed by their history, culture and values.

Consequently, this final block of this OER argues for, firstly, the adoption of cultural responsive computing (CRC) as a strategy to improve the pipeline of computing for the inclusion of diverse groups in the design of virtual technology systems.

And secondly, being able to edit avatar appearance is not enough to support needs for self-expression when using virtual identities. Thus, this section will present the need to adopt Afrofuturism as a strategy to craft virtual identities that embody the sociocultural nuance and history of all learners, especially those from underrepresented groups. More so, Afrofuturism provides a viable strategy for building classroom practices that counters and subverts hegemonic narratives leading to an equitable environments for learners from underrepresented groups.

Culturally Responsive Computing

According to a McKinsey report, technology biases are as a result of individual and societal biases that can be minimised by an inclusive tech community which will “be better equipped to anticipate, spot, and review issues of unfair bias and better able to engage communities likely affected by bias” (Silberg & Manyika, 2019). But, about 80% of students in computing are white (Kargarmoakhar et al., 2020). This lack of diversity poses a challenge and opportunity for investment in access to computing education for underrepresented groups as a means to diversify the future of computing. Mainstream computing is often tied to social factors. For example, African-American students proficient in computing are often criticised by peers for ‘acting white’ (Eglash et al., 2014) and considered technophobic, a label that categorises Africans as primitive (Monroe, 2004). However, research shows that culturally relevant computing, which merges computational thinking with cultural practices, improves access and participation for underrepresented communities (Scott et al., 2014; Lachney et al., 2021). Yet, a majority of programmes offered to minority groups focus on technical literacy with no grounding in sociocultural identity (Scott et al., 2014). CRC leverages the “affordances of computing technologies and computational thinking to demonstrate that cultural practices, heritages, and knowledge of communities of color are important assets for broadening participation in STEM” (Lachney et al., 2021, p.333). But beyond increasing participation in computing, CRC also empowers students to challenge the very system that marginalises underrepresented groups (Lachney et al., 2021b). For example, Scott & White’s (2013) research on Compugirls showed that CRC practically increases participation, retention, and empowerment for underrepresented communities.

 Afrofuturism as a strategy for building equity now

Representation, in physical or virtual worlds, has always been a key site for ideological struggle. However, it also presents an opportunity for communication and forging new understandings of difference. Thus, the adoption of Afrofuturism offers an opportunity to create futures and future-thinking artifacts, such as digital tools and avatars, that challenge existing systems of oppression (Holbert et al., 2020), and create spaces where citizens of virtual spaces can ‘‘reflect, refine, reject, and reproduce social knowledge as informed by their offline experiences’ (Byrne, 2008, p.20).

As defined by Gaskins (2016), afrofuturism is “a way of re-contextualizing and assessing history and imagining the future of the African Diaspora via science, science fiction, technology, sound, architecture, the visual and culinary arts and other more nimble and interpretive modes of research and understanding” (p.30). This fusion of cultural history, visual arts, technology creates a technospace that counter dominant and hegemonic narratives of/within virtual systems. For example, through reappropriation (reclaiming of artifacts from dominant groups), improvisation (novel use of materials) and remixing (tinkering with materials) underrepresented groups have historically invented their own products and artifacts (Gaskins, 2019). This application of technovernacular creativity connects to the past, challenges the present and projects forward to create a future that center the experiences, perspectives and values of underrepresented groups (Holbert et al., 2020).

This has been effected demonstrably through the arts, such as the depiction of the Afrofuturistic Wakanda or through the musical presentations of Jannele Monae.

Similarly, VR presents an opportunity where artists, designers, engineers can use Afrofuturism to tap into technology and culture to develop digital avatars and practices that emerge from cultural realities of students. This practice, thus, transcends exclusionary models and challenges the hegemonic assumptions against some racial groups.

Gaskin’s (2019) techno vernacular creativity (TVC) framework offers an example of a model educators may apply to their classroom practices to ensure a more equitable environment. This involves the recognition and acceptance into teaching practices the innovative ways underrepresented groups have engaged with STEM and art. These innovative ways often involve the use of Do-it-yourself or maker culture to produce innovations specific to place, people, and culture.

Holbert et al. (2020) project “Remixing Wakanda” offers a step-by-step process that sees the application of this framework. It decanters Eurocentric approaches to knowledge and reality in favor of culturally sustaining pedagogic approaches. Research proves that the use of Afrofutism as a tool improves retention and participation of students from underrepresented groups as well as creates futures and future-thinking artefacts that challenges existing systems of oppression (Holbert et al., 2020; Gaskins 2019; Lachney et al., 2021; Scott et al., 2015; Eglash 2013).

Concluding Note

The future of learning is open to radically novel possibilities that offers abundant possibility for the present (Facer, 2016). So, the adaptation of Afrofuturism to avatar-mediated systems will transcend socially ladened foundations of race or ethnicity–connecting to family histories, reflecting on present inequality and projecting a future that centers the experiences and values of learners from underrepresented groups–thus creating spaces for authentic expression and conversation. Additionally, the adoption of CRC builds a future of technology where underrepresented communities are included not only in the use of technology but also in its design.

 Questions

1. How did your perspective change or develop through the course of the OER?

2. How, in your opinion, can we reimagine a more inclusive future for digital learning for all learners?

End of OER. Thank you for participating!