IGF 2024 Open Forum #51 Marginalized Literature access through technology and Digita

    Roundtable
    Duration (minutes): 90
    Format description: A 90-minute roundtable and open-forum session provides an ideal platform to discuss innovative technologies in education, facilitated by the State and Municipal Departments of Education (Government of Goiás, Brazil, and Government of Goiânia, Brazil). Organized in collaboration with PUC Goiás, YCIG and DTC, the session will feature a hybrid format, allowing both online and in-person participation. The open-forum will include discussion rounds on topics, with opportunities for contributions from all participants. Ultimately, stakeholders from linguistic groups, traditional communities, governments, universities, and youth groups will collaboratively develop an action plan to support further initiatives in technological education and the protection of marginalized literature online.

    Description

    This Open-forum will dive into an open discussion about how innovative technologies on educational systems can work towards the inclusion and more access of Marginalized Literature.
    Innovation and internet governance intersects with a pioneering project focused on the training of reading education professionals to implement Law 10,639/2003 and the National Curricular Guidelines for the Education of Ethnic-Racial Relations and the Teaching of African and Afro-Brazilian History and Culture, promoted by Goiânia Government and PUC Goiás, and that’s the reason that motivates the realization of this session.
    By leveraging the digital sphere, this initiative harnesses the power of online platforms to disseminate knowledge and foster critical engagement with very important and impactful Marginalized literature. The Tertulia Project (https://www.youtube.com/watch?v=CLqUK7dsUwY&ab_channel=GERFOR-SME) through virtual seminars, collaborative forums, and digital resources, educators have rescued cultures and delved into literary works that illuminate the rich tapestry of history, with a particular emphasis on amplifying the voices of black women. This innovative approach not only facilitates dynamic learning experiences but also promotes inclusivity and equity in education, driving forward the principles of ethnic-racial and gender equality.
    The speakers, from different backgrounds like linguistic diverse groups, traditional communities, governments, universities and youth groups, will bring together their perspectives on the theme, promoting a space to build a dialogue on how to expand initiatives that support the dissemination and access of marginalized literature through existing technologies and the internet. The final goal is to build an action plan along with the university and the government that are proposing the session, and all other speakers’ stakeholders and the session’s attendees, to support more initiatives on technological education, access and protection of marginalized literature through the internet.
    This format of session is ideal to delve into a deep dialogue along with the community about topics concerning Marginalized Literature access through technology and Digital Education, such as: a- the preservation of indigenous languages and narratives through technological means, exemplified by the utilization of social media platforms, 2- gender diverse literature, and 3- Asian literature, now gaining more prominence and accessibility due to the advancement of the internet. The Goiânia government aims to propose a platform to explore these intersecting themes, emphasizing the role of internet governance in fostering inclusivity, diversity, and cultural representation within literary discourse.


    The session aims to facilitate a 90 minutes roundtable where participants will be part of the session itself. We will Incorporate interactive elements such as polls, Q&A, and breakout rooms to facilitate discussion between onsite and online attendees, supporting real-time interaction, and ensuring comprehensive participation.

    Tentative agenda:
    10’: Introduction and background. The moderator explains how the session will take place and points out that attendees can ask questions by using the hand-raising option or in the chat (online), or by requesting the floor (onsite).
    50’: The moderator introduces the policy issues and addresses the speakers with questions in a roundtable fashion.
    25’: Open floor. The moderator invites all participants to take the floor either online or onsite.
    5’: Key takeaways (rapporteur) and conclusions.

    Both online and onsite moderators will make sure that the questions and comments are not overlooked through effective communication, but play an important role throughout the session. An open floor moment is reserved for public onsite and online interaction.

    Organizers

    Goiânia SME (Municipal Secretary of Education) and PUC Goiás
    Umut Pajaro Velasquez, [email protected], Malmö Universitet , Academia, WEOG
    Denise Leal, [email protected], Goiânia SME (Municipal Secretary of Education) and PUC Goiás, Government and Academia, LAC
    Núbia Simão, [email protected] , PUC Goiás and Goiânia Government - SME (Municipal Secretary of Education), Academia and Government, LAC
    Karen Cruz, [email protected], IPANDETEC and YouthLACIGF, Civil Society, LAC
    Dhruv Bhatt ([email protected]), DTC, Bow Seat Ocean Awareness, UNEP Faith for Earth Youth Council, stakeholder group: civil society, APAC
    Richmond Korang, [email protected] , Centre for Coastal Management – University of Cape Coast, Ghana , Academia, AFRICA

    Speakers

    Dhruv Bhatt ([email protected]), DTC, Bow Seat Ocean Awareness, UNEP Faith for Earth Youth Council, stakeholder group: civil society, APAC
    Núbia Simão, [email protected] , PUC Goiás and Goiânia Government, Academia and Government, LAC
    Milleniun Anthony, [email protected], Youth STEM advocate, technical sector, AFRICA
    Denise Leal, [email protected], SME (Municipal Secretary of Education), PUC Goiás, YCIG and UnB, Government and Academia, LAC

    Onsite Moderator

    Umut Pajaro Velasquez, Malmö Universitet, Academia, WEOG

    Online Moderator

    Karen Cruz, [email protected], IPANDETEC and YouthLACIGF, Civil Society, LAC

    Rapporteur

    Richmond Korang, [email protected] , Centre for Coastal Management – University of Cape Coast, Ghana , Academia, AFRICA

    SDGs

    4. Quality Education
    5. Gender Equality
    10. Reduced Inequalities
    11. Sustainable Cities and Communities
    17. Partnerships for the Goals


    Targets: SDG 4: Quality Education - Innovative technologies in educational systems can contribute to achieving inclusive and quality education for all, as outlined in SDG 4.
    SDG 5: Gender Equality - Gender diverse literature promotes gender equality and the empowerment of all women and girls, aligning with the objectives of SDG 5.
    SDG 10: Reduced Inequalities - The focus on marginalized literature and the promotion of inclusivity through technological means contribute to reducing inequalities, in line with SDG 10.
    SDG 11: Sustainable Cities and Communities - Initiatives to preserve indigenous languages and narratives through technology contribute to creating more inclusive, safe, resilient, and sustainable communities, as per SDG 11.
    SDG 17: Partnerships for the Goals - Collaborative efforts between the government, universities, and various stakeholders to promote technological education and access to marginalized literature through the internet demonstrate partnerships for achieving the SDGs, particularly SDG 17.