Diversity Concepts in Computer Science and Technology Development: A Critique

Schelenz, Laura

doi:10.1177/01622439221122549

Cited by 3 publications

(3 citation statements)

References 68 publications

(83 reference statements)

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“…Finally, the political realm deals with the role and impact of education, as a key pillar of democratic societies, and an essential economic element in knowledge-based societies. Discussions at this level encompass topics including the meaning of diversity and inclusion within a context of technological sophistication [19,20], or the role of education as a pillar of democratic, knowledge-based societies, considering the novelty, rapidity and, often, the opacity of the functioning of many new technological tools. This opacity is, in fact, sometimes deliberately produced, at other times derived from technical complexity, and emergently, when associated with machine learning systems, unpredictable and unintentional [21].…”

Section: Digital Sovereignty In Educationmentioning

confidence: 99%

Food for thought: an analogy for digital sovereignty in education

Ruiz-García,

Hernandez-Leo

2024

Preprint

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Digital sovereignty in education can be described as the ability of the educational community to exercise their agency and self-governance to guarantee that the use of technology is aligned with the purpose of education. The lack of familiarity of educators with critical digital literacy studies often hinders productivity on the debate and practice of its principles, such as ethics, environmental impact, or digital agency. Novice learners, as are often average educators with respect to technology, often fail to represent the problems using domain principles, as experts do. Besides, self-efficacy is known to influence student learning, enabling the transition from motivation to action when positive. Previous studies suggest that in-service teachers commonly lack confidence with respect to their digital competence. Effective analogies can assist educators in critically interpreting technological innovations by activating relevant prior knowledge from their contexts, which facilitates the representational change toward more abstract understandings of technological impact. This paper proposes the analogy with the food sovereignty principles, broadly accepted within educators, and presents an initial qualitative evaluation. The results suggest its potential to address the barriers of misrepresentation and lack of confidence. On the one hand, the analogy is easily understood and allows teachers to identify structural similarities at the level of their educational values, facilitating more abstract representations than their initial encoding. In addition, it is anticipated that, by situating the discussion within domains where teachers feel more confident than in technical topics, they seem more confident to generate new knowledge that facilitates this learning.

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Section: Digital Sovereignty In Educationmentioning

confidence: 99%

Food for thought: an analogy for digital sovereignty in education

Ruiz-García,

Hernandez-Leo

2024

Preprint

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“…Eine solche Ausgestaltung geht selbstverständlich weit über den Technologie- und Gesundheitssektor hinaus, darf in den Debatten zu Apps, Empowerment und Ethik aber dennoch nicht fehlen. Hierzu ist es auch wichtig, dass während des Design- und Entwicklungsprozesses soziale Diversität und „health equity“ nicht nur Schlagwörter sind, sondern tatsächlich berücksichtigt werden [ 64 ].…”

Section: Fazitunclassified

Mobile health technologies, social justice and population-based vulnerabilities

Jansky

Machleid

Wild

2023

Bundesgesundheitsbl

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ZusammenfassungMobile Gesundheitstechnologien (mHealth) fördern den Trend hin zu Eigenverantwortung und Selbstmanagement. Ziel des Beitrags ist es, am Beispiel von Diabetes mellitus Typ 2 (T2DM) die Diskussion zu mHealth, Eigenverantwortung und Gerechtigkeit – welche es bisher nur in Ansätzen gibt – aus einer Public-Health-ethischen Perspektive zu vertiefen. Dabei zeigt sich, dass mHealth im Bereich T2DM soziale Gesundheitsgerechtigkeit einerseits verbessern, andererseits aber auch soziale Gesundheitsungerechtigkeiten verschärfen kann. Aus einer gerechtigkeitsfokussierten, Public-Health-ethischen Perspektive auf T2DM-mHealth ist es notwendig, besser zu verstehen, ob und wie vulnerable Bevölkerungsgruppen bei mHealth-Entwicklung und -Einsatz mitbedacht werden, wie sie die Nutzung der Technologie erleben, welche sozialepidemiologischen Auswirkungen der zunehmende Einsatz von mHealth haben kann, welche gesundheitlichen Ungleichheiten im Bereich T2DM ungerecht sind, inwieweit die Eigenverantwortung in die Hände der Nutzenden gelegt werden soll und wo die Grenzen der Eigenverantwortung liegen. Die Berücksichtigung der sozialen Diversität und der sozialen Determinanten von Gesundheit ist ein stetiger Prozess und muss alle Phasen der Entwicklung und des Einsatzes von mHealth durchziehen.

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“…However, there is an overwhelming focus on individual-level diversity categories (such as demographics, personality, culture) to describe technology stakeholders. This obscures structural differences such as social inequalities among the stakeholders and reinforces the bias researchers seek to address (Schelenz, 2022). 1 Additionally, since diversity is widely perceived as "good" (Vertovec, 2012), technologies that appear to be diversity-aware may prematurely be seen as positive interventions and escape critical analysis.…”

Section: Introductionmentioning

confidence: 99%

Diversity and Social Justice in Technology Design

Schelenz¹

2023

IJCDS

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An interdisciplinary endeavour at the intersection of American Studies, Critical Diversity Studies, as well as Science and Technology Studies, this article scrutinises so-called diversity-aware technology. A diversity-aware system is a computer system whose designers a) account for differences between the system’s stakeholders, and/or b) draw on a normative notion of diversity like “inclusion” or “fairness” in its design. Diversity concepts embedded in technology carry contested values and have effects on the technology’s stakeholders. Therefore, it is vital to conduct a critical review of designs leveraging diversity concepts. In an exploration of three cases (diversity-aware datasets, machine learning fairness, and diversity-aware social media), the article sheds light on the shortcomings of mainstream or “individual-level” diversity-aware technology. Such technology leverages individual-level notions of diversity (demographics, personality, culture) to cater to users, thereby obscuring social inequalities among them. Inspired by Black feminism and critical race theory, the article offers a social-justice-oriented conceptualisation of diversity-aware technology. It develops a definition and criteria for critical or “structural-level” diversity-aware technology, where diversity concepts are linked to the visibility and redistribution of power. The article offers inspiration for researchers of technology and designers who work with diversity concepts.

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Diversity Concepts in Computer Science and Technology Development: A Critique

Cited by 3 publications

References 68 publications

Food for thought: an analogy for digital sovereignty in education

Food for thought: an analogy for digital sovereignty in education

Mobile health technologies, social justice and population-based vulnerabilities

Diversity and Social Justice in Technology Design

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