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Silva, Cláudia; Nisi, Valentina; Straubhaar, Joseph

doi:10.1145/3083671.3083698

Cited by 2 publications

(1 citation statement)

References 19 publications

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“…Prior work has looked at how young adults in resourceconstrained settings have used technologies to explore sociopolitical issues considered taboo, for example, exclusion from STEM education, social norms that favor men, limited free time and financial and institutional constraints [25,28]. We echo the familiar words of Silva et al that we need to be aware of 'participation gap' just as much as 'access gap' [66], i.e. the trainees may have access to technologies and platforms such as volunteering and community mobilization initiatives, but there are still barriers around how they can use them and how they can be provided with mentorship and skill-building activities.…”

Section: Social Positioning and Cultural Barriersmentioning

confidence: 99%

Utilizing Participant Voice in Volunteer Training

Varghese

Rainey

Montague

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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Delivering training to volunteers is a huge challenge for nongovernmental organizations (NGOs). Traditional classroombased approaches that dominate training are problematic due to the limited participation they offer to trainees. Peer-led approaches however, have shown promise in helping NGOs utilize trainee experiences within training. Although technologies are playing an increasing role in training, their benefits are not well understood. We describe our experience of designing peer-led training for community volunteers in rural India. Working alongside an NGO involved in community regeneration and social action, we collaboratively delivered a ten-day training workshop, deploying audio technologies to engage the participants in sharing lived experiences. We draw on reflections from trainers and trainees on how utilizing participant voice can enhance training. We highlight opportunities around the usage of audio technologies for engaging with participant voice, including the ability to reclaim trainee agency within training and to work within cultural barriers.

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Section: Social Positioning and Cultural Barriersmentioning

confidence: 99%

Utilizing Participant Voice in Volunteer Training

Varghese

Rainey

Montague

et al. 2020

Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems

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‘I blamed this all on moving to Texas’: Fostering Sense of Place through Locative Literature among US Latina Girls

Silva

Nisi

Straubhaar

2018

MATLIT

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This study explores how US Latina girls, in Central Texas, may develop a stronger sense of place and belonging through the grasping and crafting of locative literature. This work presents the results of a field study, in which training about locative narratives and locative media was provided during two different occasions. Firstly, a four-day workshop was conducted within the context of a summer camp with girls organized by a non-profit organization called Latinitas, based in Austin, Texas, USA. Secondly, the training was provided within the context of an after-school program, in a middle school, given also by Latinitas, to girls age ranging from 11 to 13, during five lessons spanning over five weeks. We found that the process of creating narratives rooted in the concept of place helped the participants to reflect on the location where they live, their locality, and their identity.

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Share yourself first

Cited by 2 publications

References 19 publications

Utilizing Participant Voice in Volunteer Training

Utilizing Participant Voice in Volunteer Training

‘I blamed this all on moving to Texas’: Fostering Sense of Place through Locative Literature among US Latina Girls

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