Undereducation, Motivating Intervention in Rural Schools with MAPPS

Mgala, Mvurya; Suleman, Hussein; Mbogho, Audrey

doi:10.1145/2998581.2998607

Cited by 2 publications

(9 citation statements)

References 7 publications

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“…Thirdly, our review of AfriCHI and ArabHCI literature revealed that researchers might become more flexible, respectful, and sensitive to the social context and culture of the local communities where the research is being carried out. In fact, a wealth of literature suggests the presence of a considerable amount of responsiveness to the cultural, socioeconomic, and political nuances of their respective regions (Amukugo and Peters 2016;Awori et al 2016a;Belay et al 2016;Gallert et al 2016;Ghaznavi et al 2016;Jere et al 2016;Kawu et al 2018;Katusiime and Pinkwart 2016;Lazem and Jad 2017;Mahmoud et al 2018;Mgala et al 2016;Molapo et al 2016;Namara et al 2018;Nassir and Leong 2017;Oguamanam and Gansallo 2016;Saleh and Sturm 2018;Saleh et al 2019;Smith et al 2016;Ssozi-Mugurura et al 2016). We mapped this literature to the adaptation to and integration of local systems strategy for adopting a decolonial stance.…”

Section: Stancesmentioning

confidence: 99%

Challenges and Paradoxes in Decolonising HCI: A Critical Discussion

Lazem

Giglitto

Nkwo

et al. 2021

Comput Supported Coop Work

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The preponderance of Western methods, practices, standards, and classifications in the manner in which new technology-related knowledge is created and globalised has led to calls for more inclusive approaches to design. A decolonisation project is concerned with how researchers might contribute to dismantling and re-envisioning existing power relations, resisting past biases, and balancing Western heavy influences in technology design by foregrounding the authentic voices of the indigenous people in the entire design process. We examine how the establishment of local Global South HCI communities (AfriCHI and ArabHCI) has led to the enactment of decolonisation practices. Specifically, we seek to uncover how decolonisation is perceived in the AfriCHI and ArabHCI communities as well as the extent to which both communities are engaged with the idea of decolonisation without necessarily using the term. We drew from the relevant literature, our own outsider/insider lived experiences, and the communities’ responses to an online anonymised survey to highlight three problematic but interrelated practical paradoxes: a terminology, an ethical, and a micro-colonisation paradox. We argue that these paradoxes expose the dilemmas faced by local non-Western researchers as they pursue decolonisation thinking. This article offers a blended perspective on the decolonisation debate in HCI, CSCW, and the practice-based CSCW scholarly communities and invites researchers to examine their research work using a decolonisation lens.

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Section: Stancesmentioning

confidence: 99%

Challenges and Paradoxes in Decolonising HCI: A Critical Discussion

Lazem

Giglitto

Nkwo

et al. 2021

Comput Supported Coop Work

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“…This brings the possibility to discover quality gaps, and improve strategies and policies Osmanbegovic & Suljic, 2012). This study focused on EDM as it allows for the automated discovery of knowledge (Mgala, 2016).…”

Section: Problem Statementmentioning

confidence: 99%

“…It elucidates the reasons behind choosing EDM as the primary focus, offering insights into its advantages and distinct capabilities in the context of this study. (bin Roslan & Chen, 2022;Mgala, 2016;Siemens & Baker, 2012, pp. 252-253) Focus on the Sub-…”

Section: Educational Data Miningmentioning

confidence: 99%

“…This effectiveness is explored through practical applications and case studies. Dutt et al, 2017;Khedr & El Seddawy, 2015;Kim et al, 2018;Lei et al, 2017;Mgala, 2016;Romero & Ventura, 2020) Effectiveness Metrics of EDM…”

Section: Factors Examined In Edm Literaturementioning

confidence: 99%

“…EDM can also help HEIs identify STEM students who will most likely not graduate on time. This study focused on EDM as it allows for the automated discovery of knowledge (Mgala, 2016). There was a lack of detailed reviews on EDM conducted in developing countries, and this research presented an opportunity to provide a scholarly review in this domain.…”

Section: Chapter 1: Introduction 11 Introductionmentioning

confidence: 99%

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Using educational data mining to predict sub-Saharan African science, technology, engineering, and mathematics students’ academic performance: a systematic review.

Mhlongo

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moulded the research idea into reality, and their support and empathy also contributed to the continuation and completion of this research. I also want to thank Ms. Deborah Cunynghame for her continuous assistance and help with the administrative tasks of my research. I also want to thank my family, friends, and colleagues who provided the much-needed moral and technical support. Finally, I want to thank the almighty God for giving me the idea, will, and a constant supply of strength to complete my research.

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Undereducation, Motivating Intervention in Rural Schools with MAPPS

Cited by 2 publications

References 7 publications

Challenges and Paradoxes in Decolonising HCI: A Critical Discussion

Challenges and Paradoxes in Decolonising HCI: A Critical Discussion

Using educational data mining to predict sub-Saharan African science, technology, engineering, and mathematics students’ academic performance: a systematic review.

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