02337nas a2200397   4500000000100000000000100001008004100002260004000043653003300083653003400116653001000150653001300160653001000173653003100183653003200214653001400246653002200260653000800282653001400290653001400304653002600318653002700344653001900371653001800390653001900408653001000427653002000437100002000457700001800477700001700495245011700512856014800629490001500777520110000792020004701892       2018                            d  bAssociation for Computing Machinery10aIntangible cultural heritage10aIntangible cultural heritages10aEgypt10aStudents10aHCI4D10aHuman computer interaction10aEconomic and social effects10aCurricula10aHuman engineering10aHCI10aBottom up10aBottom-up10aCross-cultural design10aCross-cultural designs10adecolonization10aHCI education10aHci educations10aICT4D10aPostcolonialism1 aDanilo Giglitto1 aShaimaa Lazem1 aAnne Preston00aIn the Eye of the Student: "An Intangible Cultural Heritage Experience, with a Human-Computer Interaction Twist"  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85046942715&doi=10.1145%2f3173574.3173864&partnerID=40&md5=5a06b75e99f2d68378bf98ce785233a80 v2018-April3 aWe critically engage with CHI communities emerging outside the global North (ArabHCI and AfriCHI) to explore how participation is configured and enacted within sociocultural and political contexts fundamentally different from Western societies. We contribute to recent discussions about postcolonialism and decolonization of HCI by focusing on non-Western future technology designers. Our lens was a course designed to engage Egyptian students with a local yet culturally-distant community to design applications for documenting intangible heritage. Through an action research, the instructors reflect on selected students  activities. Despite deploying a flexible learning curriculum that encourages greater autonomy, the students perceived themselves with less agency than other institutional stakeholders involved in the project. Further, some of them struggled to empathize with the community as the impact of the cultural differences on configuring participation was profound. We discuss the implications of the findings on HCI education and in international cross-cultural design projects.  a9781450356206 (ISBN); 9781450356213 (ISBN)