Gender and Racism: Considerations for Digital Learning Among Young Refugees and Asylum Seekers

Denise Lengyel; Ahmed Kharrufa; Stanfield James; Haley Powers; Bridget Lara Stratford; Reem Talhouk

doi:10.1007/978-3-031-42286-7_26

Gender and Racism: Considerations for Digital Learning Among Young Refugees and Asylum Seekers

Denise Lengyel^*, Ahmed Kharrufa, Stanfield James, Haley Powers, Bridget Lara Stratford, Reem Talhouk

^*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

2 Citations (Scopus)

17 Downloads (Pure)

Abstract

Young refugees and asylum seekers (RAS) in the UK face barriers related to language and accessing formal schooling. While HCI research has focused on migration, less work has been done with young RAS and less so on how digital platforms may be used to support young RAS during times in which they are unable to access schooling. Through co-design workshops with young RAS in the UK, we explored social and contextual factors influencing their engagement in and experiences with digital tools to learn and develop their learning skills outside of school. Our findings highlight and nuance gender, culture and racism as factors that need to be accounted for when designing digital education tools for this population. More specifically, we detail how accounting for the aforementioned factors may inform the: (1) learning approaches that may underpin such technologies, (2) the timing and duration of digitally facilitated learning activities and (3) the platforms through which learning activities may be mediated. We argue that not accounting for these factors may result in reduced engagement and in propagating existing gender inequities. As such, our research contributes to a growing body of work focused on HCI, migration and education.

Original language	English
Title of host publication	Human-Computer Interaction – INTERACT 2023
Subtitle of host publication	19th IFIP TC13 International Conference, York, UK, August 28 – September 1, 2023, Proceedings, Part III
Editors	José Abdelnour Nocera, Marta Kristín Lárusdóttir, Helen Petrie, Antonio Piccinno, Marco Winckler
Place of Publication	Cham, Switzerland
Publisher	Springer
Pages	469-478
Number of pages	10
Edition	1st
ISBN (Electronic)	9783031422867
ISBN (Print)	9783031422850
DOIs	https://doi.org/10.1007/978-3-031-42286-7_26
Publication status	Published - 25 Aug 2023
Event	INTERACT 2023: 19th International Conference of Technical Committee 13 (Human- Computer Interaction) of IFIP (International Federation for Information Processing): Design for equality and justice design for equality and justice design for equality and justice - University of York, York, United Kingdom Duration: 28 Aug 2023 → 1 Sept 2023 https://interact2023.org/

Publication series

Name	Lecture Notes in Computer Science (LNCS)
Publisher	Springer
Number	Part III
Volume	14144
ISSN (Print)	0302-9743
ISSN (Electronic)	1611-3349

Conference

Conference	INTERACT 2023: 19th International Conference of Technical Committee 13 (Human- Computer Interaction) of IFIP (International Federation for Information Processing)
Country/Territory	United Kingdom
City	York
Period	28/08/23 → 1/09/23
Internet address	https://interact2023.org/

Keywords

learning technologies
migration
youth
cultural norms
racism

UN SDGs

This output contributes to the following UN Sustainable Development Goals (SDGs)

Access to Document

10.1007/978-3-031-42286-7_26

1Jun_Interact_macAccepted author manuscript, 237 KBLicence: CC BY

Cite this

Lengyel, D., Kharrufa, A., James, S., Powers, H., Stratford, B. L., & Talhouk, R. (2023). Gender and Racism: Considerations for Digital Learning Among Young Refugees and Asylum Seekers. In J. A. Nocera, M. K. Lárusdóttir, H. Petrie, A. Piccinno, & M. Winckler (Eds.), Human-Computer Interaction – INTERACT 2023: 19th IFIP TC13 International Conference, York, UK, August 28 – September 1, 2023, Proceedings, Part III (1st ed., pp. 469-478). (Lecture Notes in Computer Science (LNCS); Vol. 14144, No. Part III). Springer. https://doi.org/10.1007/978-3-031-42286-7_26

Lengyel, Denise ; Kharrufa, Ahmed ; James, Stanfield et al. / Gender and Racism : Considerations for Digital Learning Among Young Refugees and Asylum Seekers. Human-Computer Interaction – INTERACT 2023: 19th IFIP TC13 International Conference, York, UK, August 28 – September 1, 2023, Proceedings, Part III. editor / José Abdelnour Nocera ; Marta Kristín Lárusdóttir ; Helen Petrie ; Antonio Piccinno ; Marco Winckler. 1st. ed. Cham, Switzerland : Springer, 2023. pp. 469-478 (Lecture Notes in Computer Science (LNCS); Part III).

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title = "Gender and Racism: Considerations for Digital Learning Among Young Refugees and Asylum Seekers",

abstract = "Young refugees and asylum seekers (RAS) in the UK face barriers related to language and accessing formal schooling. While HCI research has focused on migration, less work has been done with young RAS and less so on how digital platforms may be used to support young RAS during times in which they are unable to access schooling. Through co-design workshops with young RAS in the UK, we explored social and contextual factors influencing their engagement in and experiences with digital tools to learn and develop their learning skills outside of school. Our findings highlight and nuance gender, culture and racism as factors that need to be accounted for when designing digital education tools for this population. More specifically, we detail how accounting for the aforementioned factors may inform the: (1) learning approaches that may underpin such technologies, (2) the timing and duration of digitally facilitated learning activities and (3) the platforms through which learning activities may be mediated. We argue that not accounting for these factors may result in reduced engagement and in propagating existing gender inequities. As such, our research contributes to a growing body of work focused on HCI, migration and education.",

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author = "Denise Lengyel and Ahmed Kharrufa and Stanfield James and Haley Powers and Stratford, {Bridget Lara} and Reem Talhouk",

note = "Funding information: The research was funded by Northumbria University and the Center for Digital Citizens (EP/T022582/1). For the purpose of Open Access, the authors applied a CC BY public copyright license to any Author Accepted Manuscript (AAM) version arising from this submission. We also want to thank N.E.S.T. and our participants for their support and contribution to this project.; INTERACT 2023: 19th International Conference of Technical Committee 13 (Human- Computer Interaction) of IFIP (International Federation for Information Processing) : Design for equality and justice design for equality and justice design for equality and justice ; Conference date: 28-08-2023 Through 01-09-2023",

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Lengyel, D, Kharrufa, A, James, S, Powers, H, Stratford, BL & Talhouk, R 2023, Gender and Racism: Considerations for Digital Learning Among Young Refugees and Asylum Seekers. in JA Nocera, MK Lárusdóttir, H Petrie, A Piccinno & M Winckler (eds), Human-Computer Interaction – INTERACT 2023: 19th IFIP TC13 International Conference, York, UK, August 28 – September 1, 2023, Proceedings, Part III. 1st edn, Lecture Notes in Computer Science (LNCS), no. Part III, vol. 14144, Springer, Cham, Switzerland, pp. 469-478, INTERACT 2023: 19th International Conference of Technical Committee 13 (Human- Computer Interaction) of IFIP (International Federation for Information Processing), York, United Kingdom, 28/08/23. https://doi.org/10.1007/978-3-031-42286-7_26

Gender and Racism: Considerations for Digital Learning Among Young Refugees and Asylum Seekers. / Lengyel, Denise; Kharrufa, Ahmed; James, Stanfield et al.
Human-Computer Interaction – INTERACT 2023: 19th IFIP TC13 International Conference, York, UK, August 28 – September 1, 2023, Proceedings, Part III. ed. / José Abdelnour Nocera; Marta Kristín Lárusdóttir; Helen Petrie; Antonio Piccinno; Marco Winckler. 1st. ed. Cham, Switzerland: Springer, 2023. p. 469-478 (Lecture Notes in Computer Science (LNCS); Vol. 14144, No. Part III).

Research output: Chapter in Book/Report/Conference proceeding › Conference contribution › peer-review

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T2 - INTERACT 2023: 19th International Conference of Technical Committee 13 (Human- Computer Interaction) of IFIP (International Federation for Information Processing)

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AU - Powers, Haley

AU - Stratford, Bridget Lara

AU - Talhouk, Reem

N1 - Funding information: The research was funded by Northumbria University and the Center for Digital Citizens (EP/T022582/1). For the purpose of Open Access, the authors applied a CC BY public copyright license to any Author Accepted Manuscript (AAM) version arising from this submission. We also want to thank N.E.S.T. and our participants for their support and contribution to this project.

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N2 - Young refugees and asylum seekers (RAS) in the UK face barriers related to language and accessing formal schooling. While HCI research has focused on migration, less work has been done with young RAS and less so on how digital platforms may be used to support young RAS during times in which they are unable to access schooling. Through co-design workshops with young RAS in the UK, we explored social and contextual factors influencing their engagement in and experiences with digital tools to learn and develop their learning skills outside of school. Our findings highlight and nuance gender, culture and racism as factors that need to be accounted for when designing digital education tools for this population. More specifically, we detail how accounting for the aforementioned factors may inform the: (1) learning approaches that may underpin such technologies, (2) the timing and duration of digitally facilitated learning activities and (3) the platforms through which learning activities may be mediated. We argue that not accounting for these factors may result in reduced engagement and in propagating existing gender inequities. As such, our research contributes to a growing body of work focused on HCI, migration and education.

AB - Young refugees and asylum seekers (RAS) in the UK face barriers related to language and accessing formal schooling. While HCI research has focused on migration, less work has been done with young RAS and less so on how digital platforms may be used to support young RAS during times in which they are unable to access schooling. Through co-design workshops with young RAS in the UK, we explored social and contextual factors influencing their engagement in and experiences with digital tools to learn and develop their learning skills outside of school. Our findings highlight and nuance gender, culture and racism as factors that need to be accounted for when designing digital education tools for this population. More specifically, we detail how accounting for the aforementioned factors may inform the: (1) learning approaches that may underpin such technologies, (2) the timing and duration of digitally facilitated learning activities and (3) the platforms through which learning activities may be mediated. We argue that not accounting for these factors may result in reduced engagement and in propagating existing gender inequities. As such, our research contributes to a growing body of work focused on HCI, migration and education.

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Lengyel D, Kharrufa A, James S, Powers H, Stratford BL, Talhouk R. Gender and Racism: Considerations for Digital Learning Among Young Refugees and Asylum Seekers. In Nocera JA, Lárusdóttir MK, Petrie H, Piccinno A, Winckler M, editors, Human-Computer Interaction – INTERACT 2023: 19th IFIP TC13 International Conference, York, UK, August 28 – September 1, 2023, Proceedings, Part III. 1st ed. Cham, Switzerland: Springer. 2023. p. 469-478. (Lecture Notes in Computer Science (LNCS); Part III). Epub 2023 Aug 24. doi: 10.1007/978-3-031-42286-7_26

Gender and Racism: Considerations for Digital Learning Among Young Refugees and Asylum Seekers

Abstract

Publication series

Conference

Keywords

UN SDGs

Access to Document

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