Minimal computing for the forcibly displaced in Uganda: Economies of digital use and non-use, and the right constraints

Martha Akello; Michael Gallagher; Sandra Nanyunja; Apollo  Mulondo; Juan-Jose Miranda; Georgia Cole; Jean-Benoit Falisse

doi:10.1080/17439884.2024.2405128

Minimal computing for the forcibly displaced in Uganda: Economies of digital use and non-use, and the right constraints

Martha Akello, Michael Gallagher^*, Sandra Nanyunja, Apollo Mulondo, Juan-Jose Miranda, Georgia Cole, Jean-Benoit Falisse

^*Corresponding author for this work

Research output: Contribution to journal › Article › peer-review

Abstract

Using the Foundations for All (FFA) project as a frame for broader discussions of minimal computing, this paper expores education for displaced populations in Uganda and the role technology has in that education. FFA (2018–2022) was a collaboration designed to develop and implement a blended bridging programme for refugee students to participate in universities in Uganda. This paper explores the role that digital technologies had to play in this project in imagining educational futures predicated on minimalism and the judicious use and non-use of technology. When used, the emphasis on available technology was dominant, as was a pedagogical emphasis on psychosocial support and social justice. Technology seen in this approach is best imagined as facilitating opportunities for contact and care, rather than as the driver of the educational enterprise. Such an approach runs counter to many of the discourses around digital development.

Original language	English
Pages (from-to)	811-826
Number of pages	16
Journal	Learning, Media and Technology
Volume	49
Issue number	5
Early online date	17 Sept 2024
DOIs	https://doi.org/10.1080/17439884.2024.2405128
Publication status	Published - 2024

Keywords / Materials (for Non-textual outputs)

digital education
Uganda
refugee education
inclusion
forced displacement
connected learning
minimal computing
critical edtech

Access to Document

10.1080/17439884.2024.2405128Licence: Creative Commons: Attribution (CC-BY)

AkelloEtalLMT2024MinimalComputingFinal published version, 866 KBLicence: Creative Commons: Attribution (CC-BY)

1 Active
2 Finished

Digital Education Research Cluster in Nigeria, Tanzania, and Uganda
Gallagher, M. (Principal Investigator)
1/03/19 → …
Project: Research
Connected Policy, Practice, and Accreditation: Connected refugee education in Ugandan higher education
Gallagher, M. (Principal Investigator), Najjuma, R. (Co-investigator) & Nambi, D. R. (Co-investigator)
1/04/23 → 31/03/25
Project: Research
FFA: Foundations for All
Falisse, J.-B. (Principal Investigator), Gallagher, M. (Co-investigator), Symons, K. (Co-investigator) & Cole, G. (Co-investigator)
1/07/19 → 20/02/22
Project: Research

2 Article
1 Other report
1 Other contribution

Connected learning in crisis settings
Gallagher, M., 16 Aug 2023, University of Edinburgh, Edinburgh.
Research output: Other contribution
Foundations for All Toolkit
Akello, M., Cole, G., Gallagher, M., Mulondo, A., Falisse, J.-B., Reynolds, A., Atherton El-Amine, B. & Nanyunja, S., Feb 2023, 114 p.
Research output: Book/Report › Other report

Open Access
File
Bidi bidi creativity: The liminality of digital inclusion for refugees in Ugandan higher education
Gallagher, M., Najjuma, R. & Nambi, R., 2023, In: Social Inclusion. 11, 3, p. 309-319 11 p.
Research output: Contribution to journal › Article › peer-review

Open Access
File

3 Invited talk
1 Participation in conference
1 Participation in workshop, seminar, course
1 Consultancy
More
- 1 Membership of network
- 1 Oral presentation

Policy, practice, and accreditation: towards connected refugee education integrative HEAC Models
Nambi, D. R. (Organiser), Gallagher, M. (Organiser), Najjuma, R. (Organiser), Akello, M. (Organiser) & Nanyunja, S. (Organiser)
Mar 2025
Activity: Participating in or organising an event types › Participation in conference

File
Practitioner Networks and Digital Inclusion for Higher Education in Sub-Saharan Africa workshops in Kampala
Gallagher, M. (Organiser) & Evans, P. (Organiser)
Sept 2024
Activity: Participating in or organising an event types › Participation in workshop, seminar, course
Moving from raw data to reporting qualitative findings in educational research
Gallagher, M. (Invited speaker)
Aug 2024
Activity: Academic talk or presentation types › Invited talk

Cite this

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title = "Minimal computing for the forcibly displaced in Uganda: Economies of digital use and non-use, and the right constraints",

abstract = "Using the Foundations for All (FFA) project as a frame for broader discussions of minimal computing, this paper expores education for displaced populations in Uganda and the role technology has in that education. FFA (2018–2022) was a collaboration designed to develop and implement a blended bridging programme for refugee students to participate in universities in Uganda. This paper explores the role that digital technologies had to play in this project in imagining educational futures predicated on minimalism and the judicious use and non-use of technology. When used, the emphasis on available technology was dominant, as was a pedagogical emphasis on psychosocial support and social justice. Technology seen in this approach is best imagined as facilitating opportunities for contact and care, rather than as the driver of the educational enterprise. Such an approach runs counter to many of the discourses around digital development.",

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author = "Martha Akello and Michael Gallagher and Sandra Nanyunja and Apollo Mulondo and Juan-Jose Miranda and Georgia Cole and Jean-Benoit Falisse",

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AU - Falisse, Jean-Benoit

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AB - Using the Foundations for All (FFA) project as a frame for broader discussions of minimal computing, this paper expores education for displaced populations in Uganda and the role technology has in that education. FFA (2018–2022) was a collaboration designed to develop and implement a blended bridging programme for refugee students to participate in universities in Uganda. This paper explores the role that digital technologies had to play in this project in imagining educational futures predicated on minimalism and the judicious use and non-use of technology. When used, the emphasis on available technology was dominant, as was a pedagogical emphasis on psychosocial support and social justice. Technology seen in this approach is best imagined as facilitating opportunities for contact and care, rather than as the driver of the educational enterprise. Such an approach runs counter to many of the discourses around digital development.

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KW - refugee education

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Minimal computing for the forcibly displaced in Uganda: Economies of digital use and non-use, and the right constraints

Abstract

Keywords / Materials (for Non-textual outputs)

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Cite this