Attenuated Access: Accounting for Startup, Maintenance, and Affective Costs in Resource-Constrained Communities

Pei, Lucy; Crooks, Roderic

doi:10.1145/3313831.3376587

Cited by 16 publications

(10 citation statements)

References 79 publications

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“…These splintering interpretations point to the complexity of ICT use and the endless variety of ways that technology use speaks to and increasingly constitutes lived conditions (Haraway 1991;Ito et al 2009;Sims 2017;Suchman 2006). Ultimately, many kinds of digital divide researchers abandoned the term in favor of an interest in digital inequality, a broader term meant to acknowledge that ICT use can take many forms, to incorporate previous approaches, and to reorient the field toward a base commitment to justice (Pei and Crooks 2020;Robinson et al 2015;Watkins 2018). As Dimaggio et al…”

Section: Whatever Term They Use Researchers Still Frequently Assume That Access To Icts Is a Cause Of Economic Privation Not An Effect Ofmentioning

confidence: 99%

“…Second, digital inequality research attempts to solve inequality through access to valorized forms of ICTs, regardless of whether or not evidence exists that such access will produce desired benefits (Eubanks 2011;Sims 2017). Finally, digital inequality research ignores the many forms of value that are extracted by commercial technologies (Crooks 2019a;Pei and Crooks 2020). Technologies demand labor, time, and information in order to function and to remain functional, resources that are frequently supplied by users and their social networks and communities (Denis and Pontille 2017;Gonzales 2016;Graham and Thrift 2007).…”

Section: Whatever Term They Use Researchers Still Frequently Assume That Access To Icts Is a Cause Of Economic Privation Not An Effect Ofmentioning

confidence: 99%

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Toward People’s Community Control of Technology: Race, Access, and Education

Crooks¹

2022

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This field review explores how the benefits of access to computing for racialized and minoritized communities has become an accepted fact in policy and research, despite decades of evidence that technical fixes do not solve the kinds of complex social problems that disproportionately affect these communities. I use the digital divide framework—a 1990s policy diagnosis that argues that the growth and success of the internet would bifurcate the public into digital “haves” and “have-nots”—as a lens to look at why access to computing frequently appears as a means to achieve economic, political, and social equality for racialized and minoritized communities. First, I present a brief cultural history of computer-assisted instruction to show that widely-held assumptions about the educational utility of computing emerged from utopian narratives about scientific progress and innovation—narratives that also traded on raced and gendered assumptions about users of computers. Next, I use the advent of the digital divide framework and its eventual transformation into digital inequality research to show how those raced and gendered norms about computing and computer users continue to inform research on information and communication technologies (ICTs) used in educational contexts. This is important because the norms implicated in digital divide research are also present in other sites where technology and civic life intersect, including democratic participation, public health, and immigration, among others. I conclude by arguing that naïve or cynical deployments of computing technology can actually harm or exploit the very same racialized and minoritized communities that access is supposed to benefit. In short, access to computing in education—or in any other domain—can only meaningfully contribute to equality when minoritized and racialized communities are allowed to pursue their own collective goals.

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Section: Whatever Term They Use Researchers Still Frequently Assume That Access To Icts Is a Cause Of Economic Privation Not An Effect Ofmentioning

confidence: 99%

Section: Whatever Term They Use Researchers Still Frequently Assume That Access To Icts Is a Cause Of Economic Privation Not An Effect Ofmentioning

confidence: 99%

Toward People’s Community Control of Technology: Race, Access, and Education

Crooks¹

2022

Self Cite

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“…In Georgia, USA, Irani et al (2018) used an assets-based approach to conduct qualitative interviews with 10 women who were receiving training to sell handicrafts on Etsy; they offer several suggestions for design that emphasize facilitating fluency in language and information seeking. Pei and Crooks (2020) addressed digital divide inequities among refugees and migrant users of a community literacy center, critiquing the notion of technology as equalizer, noting costs users experience with regard to starting-up, maintenance and affect.…”

Section: State Of the Art: War And Human Computer Interactionmentioning

confidence: 99%

People First, Data Second: A Humanitarian Research Framework for Fieldwork with Refugees by War Zones

Fisher

2022

Comput Supported Coop Work

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War begets crises that are among the most urgent areas requiring help from the international HCI/CSCW community; yet too few scientists address it using context-based, participatory field methods and by engaging in country and regionally based, longitudinal partnerships. Drawing on the author's ongoing eight-year engagement as a design ethnographer with UNHCR Jordan and region for the Syrian War, this paper discusses Humanitarian Research as a framework for guiding HCI/CSCW research in conflict zones with displaced persons. Based on the principle of "People First, Data Second," Humanitarian Research is explained with illustrative examples along with the nature of war and UNHCR's protection mandate, the research challenges and ethical roles of HCI scientists in conflict zones and how these roles entwine with refugee stakeholders, NGOs, country actors, and university IRBs.

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“…For example, meeting platforms and learning management tools may consider supporting running on television systems in the future. Designing technology-based opportunities to bridge digital divides is not just about providing access but also needs to acknowledge the costs accompanying digital access like maintenance costs [38]. Leveraging existing technological resources can both lower the barrier to digital access and reduce the accompanying cost.…”

Section: Design Implications For Learning Technologiesmentioning

confidence: 99%

Parental Facilitation of Young Children's Technology-based Learning Experiences from Nondominant Groups During the COVID-19 Pandemic

Granados

Hayden

et al. 2021

Proc. ACM Hum.-Comput. Interact.

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The COVID-19 pandemic has dramatically shifted family life across home, work, and education, especially families from nondominant groups. As schools and other educational programs moved online, parents became the primary facilitators for their children's learning. In this work, we conducted semi-structured interviews with 22 parents from nondominant groups. Insights from interviews highlight the technology-based learning experiences of young children during the pandemic, how parents facilitated these learning experiences, and the challenges parents and children encountered in these learning experiences. We summarize four parental facilitation patterns for children's learning (i.e., designing learning, finding resources, managing, and teaching) and highlight equity issues in distance learning, such as unequal access to learning resources and quality education. Finally, we further reflect on potential solutions to address the challenges parents have reported and share implications for designing technologies that better address children's and parents' needs during a crisis.

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Attenuated Access: Accounting for Startup, Maintenance, and Affective Costs in Resource-Constrained Communities

Cited by 16 publications

References 79 publications

Toward People’s Community Control of Technology: Race, Access, and Education

Toward People’s Community Control of Technology: Race, Access, and Education

People First, Data Second: A Humanitarian Research Framework for Fieldwork with Refugees by War Zones

Parental Facilitation of Young Children's Technology-based Learning Experiences from Nondominant Groups During the COVID-19 Pandemic

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