Abstract
ABSTRACT We explore the idea of youth as philosophers of technology within a university-community partnership in the Chicago area. Youth as philosophers of technology decenters computing practices such as design, making, coding, and tinkering to instead foreground learning how to decode and unmake tech’s relationship with power through artistic, moral and humanistic inquiry. Our analysis explores the ethical, relational sense-making of two high school students who created a film that examines how technology is used to surveil immigrants an to resist such surveillance. This study has implications for conceptualizing technology learning and ethical youth sensemaking .
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