Culturally Responsive Pedagogies for Maximizing Equitable Open Access and Digital Learning in Sierra Leone

• In Event: Poster Session 3
  In Poster Session: Culturally Responsive Pedagogies for Maximizing Equitable Open Access and Digital Learning in Sierra Leone

Proposal

This exciting capacity building project (in Phase 3) identifies best practices for blending digital advancements with culturally relevant pedagogies in three Leonean communities (Kabala, Fadugu, and Senekedugu). In a very rural setting without even basic infrastructure, World Possible Sierra Leone’s (WPSL’s) solarization program offers computers for the first time. This is not to simply import colonial, European or American, or non-African content, but rather to discover modes of collaborative learning and place-based applied projects that refine free standard online materials. We have nurtured diversely situated stakeholders who are radically transforming school life.

A full 82% of Leonean students lack power grid and Internet access. Teachers have little experience with either basic or critical digital literacy. WPSL builds on our local partners’ commitments to establish their own sustainable solar arrays and 3 dedicated school hotspots to 1) generate reliable access to engaging STEM modules and catalyze student agency in building (traceable) individual learning paths, 2) revise modules to be culturally appropriate and locally vetted and 3) enhance creativity and divergent versus rote learning.

The poster format will showcase our culturally grounded, linguistically savvy, and gender-just approach to slow, deep partnership and ultimately, localized sustainability and refinements. The first phase focused on establishing functionality of prototypes and ensuring equitable access to previously rare computers by gender, age, and subject matter. Our participatory research documents partners’ considerable logistic challenges and surprising innovations, honoring their long-term capacity for self-determination.

The second phase expanded partnerships to identify school leaders’ priorities for appropriate use of global Open Educational Resources (OER) and free internet curriculum and pedagogical materials. While sufficient materials are in English, they do not reflect local dialects, careers, adult roles, or importantly, key human rights. Specifically, STEAM materials are plentiful, but WPSL encourages place-based knowing to effectively integrate culturally nuanced pedagogies, e.g. complicated math story problems that are relevant and part of kids’ own experiences. These gaps can now be addressed since we have built trust, established regular remote and in-person professional development forums, and reliable solarized computer labs that enable Zoom meetings.

Leonian teachers, students, and on-site researchers are designing Phase 3, in which we document quant/qual gains in access and four modes of digital literacy across culturally differently positioned subpopulations. We visually display gaps in materials/delivery formats that do not connect well to Leonian cultural norms, global English languages (British or US or Leonian Krio), regional adult roles. We share a model of cultural visibility, especially vis-à-vis external materials “about” versus “from” African authors. By mapping gaps in mis-/self-/representation, Leonian content, civic education, and innovative Leonian approaches to grassroots Green Curricula, we foreground priority topics for local curriculum content development by African experts themselves And we refine our skills in co-sponsoring inclusive teacher professional development.

Visually situating our epistemic humility, our poster illustrates the interplay of voices and worldviews. Together we are building interconnected hubs of a culturally responsive tech network that centers local ways of knowing and teaching now enhanced, not overridden, by externally originating OER/digital materials.

Author

• Maureen K Porter, The University Of Pittsburgh School of Education