Archive March 2019

USE OF COMICLIFE IN DADAAB BY SOME GRADUATE STUDENT.

I am so excited to share with a comic life software with my fellow graduate student in Dadaab to use for their final projects in Professor Don and Gillian Courses respectively. This was an opportunity for me to share what I have already learned from my technology professor with the rest. Because it has been said previously that sharing is caring. We share with others because we care for them.
Any other person who needs this software to use please contact me through abikar14@gmail.com so that I can give you more guidances on how easy you can use this software.

You are all welcome.

first draft of our chapter is done and looking forward to polishing it off”…

Hello again

I was busy writing my book chapter for the BHER BOOK, with rest of the authors, professor Kurt, Negin and Abdullahi; we have submitted the draft of our chapter and hoping to be given suggestions, so that we do the final write-up.

Below was our previous chapter abstract and now we have submitted the draft of our chapter.

Refugees respond: Using digital tools, networks and production pedagogies to envision possible futures.

Abdikadir Bare Akibar, Kurt Thumlert, Negin Dayha, Jennifer Jenson, Abdullahi

Abstract

Political and practical matters of access to higher education in refugee camps are fundamentally mediated by questions of connectivity and access to sociotechnical tools, networks and digital media ecologies. This chapter recounts the experiences of two BHER students – teachers in the Dadaab Refugee Camp – enrolled in the York University graduate course, Cultural Studies of Technology for Education. Here, they illustrate how digital tools might be utilized not simply to ‘connect’ actors in refugee camps to sites of higher education, but explore how those tools might be mobilized to support the ends and self-defined purposes of local actors and communities. Building upon theories/practices explored in the course, students in Dadaab enacted a ‘production pedagogy’ model where critical technology learning and making were intertwined with local aims, including the development of a website/blog and Wikimedia platform for teaching, as well as the creative use of digital storytelling and video production as vehicles for refugee inquiry and self-representation. The larger aim was to envision ‘possible futures’ within and beyond the Dadaab refugee camp.

We were interested in technology impact and the success it brought to BHER project. Without technology it would have been hard for York University and the rest to deliver the contents.

Keep viewing Website to get the latest updates on our book chapters.

Abdikadir Abikar