In this session we share the results from a research study that reflects on the lived experiences of young refugees located in Pakistan and Rwanda when interacting with OpenEd during and following displacement. We offer a decolonial commentary on issues related to the design and development of OpenEd for refugees, noting some of the prevalent historical trends. We are guided by critical questions such as: Who designs the products? Where are they designed? How are they designed? And, which power dynamics are at play during the design process? From this, we draw on qualitative data where we explore young refugees’ experiences. We present results of a creative element which invited research participants to imagine what a liberatory OpenEd practice would look like. We recommend and open a discussion around a set of justice-centred design principles for developers of OpenEd in refugee contexts.
Attendees of this session will be able to:- Critically engage with (add to, critique and analyse) a set of justice-centered design principles for OpenEd, especially in refugee contexts.
- Reflect on one's own work in OpenEd and how it adheres to justice-centered design principles.
- Identify elements of coloniality in OpenEd designs for refugees.
