Emancipation is fundamentally a work of unmaking, as it entails undermining, dissolving, and undoing oppressive structures. This paper offers an account of a frequently misunderstood unmaking movement, Luddism. The Luddites were a loosely organized collective of nineteenth century English textile makers who destroyed machines that were replacing their skilled labor and leading to deteriorating working conditions. In this account, we show that the goals and tactics of Luddism have significant alignments with current HCI work in the areas of unmaking and social justice. Through articulation of six characteristics of unmaking in Luddism - practical and symbolic, community-engaged, emancipatory, selective, antagonistic, and enduring - we identify potential limits and opportunities in HCI research and design practice, as currently construed. In doing so, we build upon and extend prior HCI research to suggest unmaking as emancipation, a new category of unmaking around issues of social justice.

Design has been used to contest existing socio-technical arrangements, provoke conversations around matters of concern, and operationalize radical theories such as agonism, which embraces difference and contention. However, the focus is usually on creating something new: a product, interface or artifact. In this paper, we investigate what happens when critical unmaking is deployed as a deliberate design strategy in an intergenerational, agonistic urban context. Specifically, we report on how youth in a six-week design internship used unmaking as a design move to subvert conventional narratives about their surrounding urban context. We analyze how this led to conflictual encounters at the local senior center, and compare it to the other, making-centric proposals which received favorable feedback but failed to raise the same important discussions. Through this ethnographic account, we argue that critical unmaking is important yet overlooked, and should be in the repertoire of design moves available for agonism and provocation.

Current ICTD best practices call on practitioner organizations that deploy technology interventions with marginalized communities to commit to long-term engagements and provide continuous support. This paper describes a qualitative study that examines the challenges and issues that arise for organizations that have tried to answer this call: a set of education-focused non-profit organizations in India that have invested heavily in building long-term relationships with low-income schools and that are deeply committed to providing ongoing support, both in-person and via technology. Interviews and observations with 71 participants (51 from eight organizations, and 15 teachers and five principals from 12 schools) reveal (1) the challenges and issues that arise as organizations integrate smartphones into teacher support programs, and (2) the strategies that teachers and organizations use to ease smartphone adoption in teacher support programs. Our findings uncover the effects of organizations' smartphone-oriented support programs on teachers' workloads, efficacy, and stress, and highlight opportunities for organizations to improve their programs and support structures.

Given the focus of professional graduate ICT programs on technical and managerial skills, pedagogical engagement with external organizations tends to be transactional and artifact-centered. This inhibits the students' ability to understand social, technical and ethical issues in context, or to develop affective relationships with users and other stakeholders. To address this, we designed a service learning course that partnered students with non-profit organizations to help with their technology challenges. The service project was deliberately left open-ended to force students (and partners) to tackle important questions around project scoping and impact. By drawing parallels to soil care practices, we explore how "care time" emerged in this context, and how the incorporation of ambiguity galvanized students, community, and faculty to make time to navigate it. This led to non-tangible yet vital outcomes such as overcoming social limitations, building symbiotic relationships, and enacting acts of care necessary for more ethical orchestration of technology.

Despite software engineering's inherently collaborative nature, collaboration with others hasn't been the primary way for students to learn how to program. Although various collaboration frameworks, such as Git, are widely used in software engineering, they've been treated as separate skills to acquire in addition to learning programming languages, rather than ways of learning, working, and thinking while learning to program. One collaborative software development task that students often want to engage in is building websites. However, the complexity of web syntax and architecture has been a hurdle in teaching and learning web design and development, especially for beginners without sufficient technical background. Specifically, syntactic barriers in several different languages for a webpage, inherent coupling of content and design in HTML, difficulty in understanding server-client model, and need for hosting resources for deployment contribute to a steep learning curve in building websites "from scratch". This work aims to address these issues by developing GLIDE (Git-Learning Integrated Development Environment) - a set of tools and curriculum that support in-class collaborative development in web engineering courses. GLIDE structures the website development process as a teacher-guided Git workflow for a team of students collaborating in groups in a Git repository. The application also provides a web programming model that separates content, from design, from implementation, allowing students to take on different roles and responsibilities during the development process. This demo presents a tutorial on how a group of students can build websites collaboratively with teacher's assistance based on the GLIDE software platform and curriculum.

The legitimate driver of a vehicle traditionally gains authorization to access their vehicle via tokens such as ignition keys, some modern versions of which feature RFID tags. However, this token-based approach is not capable of detecting all instances of vehicle misuse. Technology trends have allowed for affordable and efficient collection of various sensor data in real time from the vehicle, its surroundings, and devices carried by the driver, such as smartphones. In this paper, we propose to use this sensory data to actively identify and authenticate the driver of a vehicle by determining characteristics which uniquely categorize individuals' driving behavior. Our approach is capable of continuously authenticating a driver throughout a driving session, as opposed to alternative approaches which are either performed offline or as a session starts. This means our modeling approach can be used to detect mid-session driving attacks, such as carjacking, which are beyond the scope of alternative driver authentication solutions. A simulated driving environment was used to collect sensory data of driver habits including steering wheel position and pedal pressure. These features are classified using a Support Vector Machine (SVM) learning algorithm. Our pilot study with 10 human subjects shows that we can use various aspects of how a vehicle is operated to successfully identify a driver under 2.5 minutes with a 95% confidence interval and with at most one false positive per driving day.