Inclusive or Inflexible: a Critical Analysis of the School Context in Supporting Children's Genuine Participation
Abstract
Relatively little attention has been paid to discussing what it means when children's participation in technology design is genuine, even though the importance of their participation is emphasized in the literature. School as a context presents multiple challenges but also numerous benefits for working with children. We examine five projects carried out with children in the school context, and critically consider in which respects this context supports genuine participation of children, in which respects it poses challenges for it, and what this implies for technology design with children. We maintain that researchers need to critically examine the goals set for children's participation: whether they are learning- or material outcome-oriented. This significantly affects the choice of the context for projects.
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“Iivari and Kinnula [19] discuss the challenge of creating “genuine participation.”
Background
- Authors
- Iivari, N., & Kinnula, M.
- Affiliations
- University of Oulu (FI)
- Venue
- Proceedings of the 9th Nordic Conference on Human-Computer Interaction
- Publisher
- ACM
- Published
- 2016-10-23
- Pages
- 1-10
- OpenAlex
- W2533079913
- Cited by
- 37
- References
- 29
- Citations by year
- 2026: 5 · 2025: 2 · 2024: 3 · 2023: 1 · 2021: 2 · 2020: 4 · 2019: 5 · 2018: 11 · 2017: 4
- FWCI
- 21.12
- Type
- conference paper
- Language
- en
- Open access
- closed
- Locations
- Nordic Conference on Human-Computer Interaction (publishedVersion)
- Topics
- Social Sciences › Sociology and Political Science › Children's Rights and Participation
- Physical Sciences › Computer Science › Human-Computer Interaction › Innovative Human-Technology Interaction
- Social Sciences › Education › Child Development and Digital Technology
- Keywords
- children's participation, technology design, school context, inclusive design
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