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Reflections from the classroom and beyond: Imagining a decolonized HCI education

Abstract:

As the field of Human-Computer Interaction (HCI) increasingly engages with matters of social change for the Global South, more students from this region - seeking to use HCI for impacting their countries - emigrate to HCI programs in the Global North. In turn, this challenges the assumed targeted audience, intentionality, and pedagogical approaches of traditional HCI educational structures. Drawing from Latin American decolonial thinking, we reflect on our experiences as Latin American students seeking a graduate education in the United States. From there, we discuss paths for HCI educators and students to engage with the co-creation of pluriversal learning spaces that resist universal notions of language, class content, and knowledge production. As we build a more inclusive research community, these discussions become critical for imagining an HCI education aware of its social and political dimensions.