用弗莱雷教育理论重构信息平台，让弱势群体共同设计抵抗压迫
Information Access of the Oppressed: Freirean Design for Emancipatory Information Access
- 以弗莱雷批判教育学为框架，打破技术员-用户对立
- 反对技术精英单方面拯救边缘群体的旧模式
- 倡导社区共构平台，推动信息解放的结构性变革
在线信息获取（IA）平台正面临威权主义的侵蚀。本文基于保罗·弗莱雷的解放教育理论，探讨如何保护平台并实现解放性成果。与当前强调公平、问责与透明的主流范式不同，弗莱雷理论提供了一种根本不同的社会技术视角。我们明确指出：当前IA平台开发中隐含的技术人员-用户二分法，恰如弗莱雷分析中的教师-学生关系。通过将弗莱雷思想拓展至信息获取领域，我们批判了“技术员即解放者”的叙事——该叙事将缓解新兴技术对边缘群体的风险视为技术者的责任。相反，本文倡导“弗莱雷设计”，其目标是结构性地暴露平台，使其可被社区成员共同改造和建构，以支持其解放斗争。
原文摘要 · Abstract (English)
Online information access (IA) platforms are targets of authoritarian capture. We explore the question of how to safeguard our platforms and ensure emancipatory outcomes through the lens of Paulo Freire's theories of emancipatory pedagogy. Freire's theories provide a radically different lens for exploring IA's sociotechnical concerns relative to the current dominating frames of fairness, accountability, and transparency. We make explicit, with the intention to challenge, the technologist-user dichotomy in IA platform development that mirrors the teacher-student relation in Freire's analysis. By extending Freire's analysis to IA, we critique the technologists-as-liberator frame where it is the burden of (altruistic) technologists to mitigate the risks of emerging technologies for marginalized communities. Instead, we advocate for Freirean Design whose goal is to structurally expose the platform for co-option and co-construction by community members in aid of their emancipatory struggles.
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