School of Communications Faculty & Researcher Works

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Now showing 1 - 5 of 24
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    STEM Educational Outreach and Indigenous Culture: (Re)Centering for Design Scholarship
    (Taylor & Francis Group, 2021) Canevez, Richard ; Maitland, Carleen ; Ettayebi, Soundous ; Shaw, James ; Everson, Charlene
    Integrating Indigenous culture into STEM education is a critical process in building pathways to justice and diversifying design. This process serves to (re)center our conceptions of STEM education by challenging strictly Western notions of STEM, representing an opportunity for learning not just in curricular design, but in technological design as well. Postcolonial computing scholars have critically examined design processes, highlighting the dominance of Western knowledge undergirding cross-cultural design. However, such efforts have yet to fully leverage insights from national curricular (re) centering initiatives. We take up this opportunity through a qualitative case study of an educational outreach organization in British Columbia, Canada, a subsidiary of a nation-wide effort in curricular integration of Indigenous and Western STEM material. Applying postcolonial computing thought, we offer enrichments to theory by providing an empirical basis for a) integrating resiliency, b) politicization in design, and c) arguments for (re)centering epistemological authority in computing. These contributions both enrich theory and enhance the practice of cross-cultural design by encouraging and exploring an Indigenous (re)centering of our understanding of both curricular and technological design.
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    Peace teams in the protest-repression nexus: A sociomaterial perspective of de-escalatory tactics
    (Hawaii International Conference on System Sciences, 2022) Canevez, Richard ; Winter, Jenifer
    Peace teams work in the trenches of demonstration in liberal democracies. When situations between different parties can escalate to violence, they deploy various tactics and tools to de-escalate the situation. Their work navigates a web of institutions and actors, as well as tools that introduce their materiality into de-escalatory practices. Depicting this system stands to highlight how Peace Teams an maximize their capacities both socially and technologically. However, to date there is no cohesive social and material account of Peace Team work. This study adopts a sociomaterial perspective of demonstrations through the eyes of Peace Teams and their de-escalatory tactics, using semi-structured interview and focus groups. We provide theoretical insights about the sociomaterial nature of de-escalation as being a confluence of social and material intra-actions, and argue for bases o ftrust as an underlying mechanism to account for the configuration of particular sociomaterial assemblages as manifest in the protest-repression nexus.
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    The Expression of Power in ICT's Knowledge Enterprise: An Empirical Illustration of Computing's Colonial Impulse
    (Association for Computing Machinery (ACM), 2020) Canevez, Richard ; Maitland, Carleen ; Ettayebi, Soundous ; Shaw, James ; Everson, Charlene ; Rantanen, Matthew
    ICT globalization continues to spread hardware, software, and accompanying technologies, so too does knowledges and trainings on those ICTs. This knowledge migration process has been linked by scholars to a ‘colonial impulse’ inherent in computing as a knowl- edge enterprise, which incorporates into broader colonizing forces. Through simultaneous explorations of dual case studies with a tribal ISP in California and an educational organization that works with indigenous First Nations communities in British Columbia, we depict how power circulates in this process, both empowering and disempowering communities. We then offer a brief argument for the need to foreground methods and approaches to disentangling these contradicting forces.
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    Media Mistrust and the Meta-Frame: Collective Framing of Police Brutality Evidence Reporting on YouTube
    (Association for Education in Journalism and Mass Communication (AEJMC), 2021) Canevez, Richard ; Karabelnik, Moshe ; Winter, Jenifer
    Social media impacts the news media’s role in police accountability. This convergence produces collective framings of police violence-related evidence that requires further attention. Using a frame analysis of news outlets and content analysis of comments on YouTube, we identify frames, responses, and the collective framing that results from this converging environment. Our findings suggest a triumvirate of competing frames around police brutality, with mistrust of media complicating the role news media plays in accountability.
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    "Start with where you are": The View of Indigenizing STEM Curriculum from Educational Outreach
    (The 6th International STEM in Education Conference, 2021-07) Canevez, Richard ; Shaw, James ; Ettayebi, Soundous ; Everson, Charlene
    As educational institutions in Canada respond to the Truth and Reconciliation Commission’s 2015 “Calls-to-Action” by exploring what it means to “indigenize” curriculum, the process is complex and requires contributions from multiple angles of education, including informal education. This is particularly important for STEM education, where the exclusivity of western-centric notions of science and technology must be re-evaluated to provide a more culturally-aware offering. The unique position of informal education programs like educational outreach provides a unique outlook that offers lessons that formal education can benefit from. To explore this unique position in indigenizing, we use a qualitative study with Geering Up, a STEM educational outreach program at the University of British Columbia, and members of K’omoks First Nation on nearby Vancouver Island. We conducted semi-structured interviews with 10 members of Geering Up and 4 members of K’omoks First Nation, and identified themes that ought to inform how educators and scholars consider the foundations of indigenizing curriculum and education in general, particularly the value of sharing. We explore its potential as the foundation of a broad framework for indigenizing curriculum in a way that scales from one community’s perspective to multiple in a way that is respectful, and accounts for the significant time, energy, and human resource commitment involved in these practices.