Abstract
This paper describes the appropriation processes involved in establishing a socio-technical enabling infrastructure in a valley in the High Atlas of Morocco. We focus on the challenges of co-establishing such an intervention in a rural/mountainous region that is already undergoing a process of continuous development and profound transformation. We reflect upon the changes and unforeseen appropriation by our local partners and inhabitants in the valley of a computer club primarily used as an informal learning centre for school children. We followed an ethnographic approach and combined research perspectives from both socio-informatics and anthropology. This paper sheds light on what a successful cooperation and intervention in this kind of challenging environment can look like. It does this by taking seriously competing expectations, fragile infrastructural foundations and the socio-cultural context. Despite the challenges, the intervention managed to lead to the establishment of a socio-technical enabling infrastructure that plays a particularly valuable role in local educational endeavours and that is now moving towards supporting other members of the community. The paper thus provides insights regarding what has to be considered to create a mutually beneficial cooperation with all relevant stakeholders as well as a sustainable intervention.
Highlights
Information and Communication Technology (ICT) is becoming ubiquitous and, amongst people confronted with poverty, conflict and massive processes of change, it is beginning to have a significant impact
This paper describes the appropriation processes involved in establishing a socio-technical enabling infrastructure in a valley in the High Atlas of Morocco
We reflect upon the changes and unforeseen appropriation by our local partners and inhabitants in the valley of a computer club primarily used as an informal learning centre for school children
Summary
Information and Communication Technology (ICT) is becoming ubiquitous and, amongst people confronted with poverty, conflict and massive processes of change, it is beginning to have a significant impact. New technological developments have made it possible for groups that previously had rather limited access to ICT to become more visible. The integration of socio-technological innovation in the area of education has produced notable benefits (e.g. Aal et al 2015; Ahmed et al 2015; Ndaiga and Salim 2015; Stickel et al 2015; Rüller and Aal 2020). This applies more broadly to the development of cooperation, with ICT providing access to educational material and online courses (Ahmed et al 2015; Dias et al 2005). ICT has been globally accepted and recognised as an educational resource (for both reform and facilitation) that can enhance and develop the skills that young people need to participate in and successfully meet the demands of the contemporary economy
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