HCI increasingly engages with the concept of time, with many studies focusing on how temporal relations are produced and reconfigured through computing technologies. However, less attention is paid to the impact of temporality on researchers themselves and specifically their capacity for ethical reflection and action. This paper explores the interplay between temporal features and ethical reflection in HCI research projects. Through a reflective multi-ethnography of nine research projects, we examine how temporal features can influence ethical capacity across the lifecycle of research. The study employs infrastructural and chronopolitical analysis (after Star and Sharma) and offers a range of considerations for researchers to help activate greater temporal awareness for everyday wisdom, to acknowledge temporal power, mobilise responsibility, counter isolation in interdisciplinarity, and promote collective action and dynamic methodologies for temporal research. The study responds to calls for more ethnographic approaches to temporality that address specific HCI needs and focus on practice.

This pictorial tells the story of a community-based, collaborative design project that was conducted both online and on walls in Cork, Ireland. It describes how this project, in support of the 16 Days of Activism against Gender Based Violence, evoked a dialogical participation through the collective creation of a mural, the defacing of that mural and its subsequent repair. These actions brought contrasting values and perspectives together, which led to the creation of common ground, mutual understanding and collaboration across local communities. In essence, the project evolved into an example of how creative dialogical participation can support more inclusive place-making and work towards social change. Central to this was a constructive conflict that broadened and nuanced participation. This pictorial is relevant to researchers and designers who are interested in facilitating participatory experiences to disrupt social norms, bring contrasting perspectives into dialogue and advance social justice issues.

For social justice-oriented design, pluralistic participatory practices are recognised as important. This paper explores Socially Engaged Art (SEA) as one such practice, which uses dialogical inquiry to address social justice issues. We describe a case study of SEA-informed digital storytelling workshops in a rurban community in Ireland. The workshops aimed to support diverse adolescent participants in identifying and critiquing place-based social issues with a view to imagining alternative and inclusive futures. SEA was instrumental in uncovering contradictory and hidden experiences of community life. We propose incorporating SEA into design processes to: i) challenge assumptions around identity and belonging; ii) recognise diverse experiences; and iii) breakdown social-engagement barriers. As we ask questions on what design is for, who should design, and why design matters, SEA can centre marginalised experiences, support polyvocal participation and help develop participant agency to work towards more equitable futures in rapidly changing environments.

Abstract The rapidly expanding rural community (often called rurban) is a new place for CSCW with unique sociogeographic characteristics that give rise to the need for adapted participatory practices. Socially Engaged Art (SEA) offers pluralistic and critical approaches to participative rurban CSCW to meet this need. This paper provides a case study of SEA-informed CSCW in an Irish rurban community. An online digital art summer school was delivered to young residents of Northrock using freely available digital collaboration and creation tools. Young people in rurban communities are navigating personal, social and political issues in a complex and evolving environment. In this summer school, SEA was applied to explore these issues through the creation and sharing of digital art on participant experiences and hopes for the future. The summer school hoped to promote critical thinking, confrontational dialogue and greater mutual understanding. We found that rapid creation and critique of a range of digital art expressions of social issues accessed nuanced and contradictory experiences, bringing them into dialogue with each other while supporting mutual understanding and new perspectives on rurban place and identity as they evolve. We propose integrating SEA into CSCW with young people in liminal and transitional communities such as the rurban to explore complex lived experiences in pursuit of more equitable futures and sustainable community expansion. We also draw attention to the usefulness of readily available digital and online tools in supporting CSCW in creative workshop situations.

Abstract COVID-19 has urged researchers to explore new options for distributed participatory design, as physical meetings and workshops became unfeasible. This situation posed new challenges but also opportunities, in particular with respect to engagement and inclusion. This paper focuses on distributed PD with Irish teenagers to support place-making during this period: to build relationships with each other and the community. In a two-week online summer school, teenagers explored a concern or highlighted a unique aspect of their local community and designed digital artworks in response. Activities and materials were designed to support reflection, empowerment, inclusiveness, emergence, and playfulness for participatory place-making. Analysis of the summer school provides insights and guidance on the design of online PD for engaging experiences, especially in the context of place-making.