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As of 13 February 2023, South Africa declared a national state of electricity disaster. In this paper we consider the impacts of global tech giants on the land, environment, people, heritage, and the technological landscape in Cape Town, South Africa. Our methods consist in long-term ethnographic fieldwork (Waltorp 2010, 2019, Waltorp et al 2022) and decolonial design anthropological approaches (Kambunga 2023) as we work with a group of local assistants and critical friends (www.digisatproject.com). We start from the controversy surrounding Amazon Web Services Headquarters: In 2021, the Observatory Civic Association and the Goringhaicona Khoi Khoi Indigenous Traditional Council filed an urgent notice with the High Court of South Africa to interject the construction of the Amazon River Park development on sacred land, where confrontations between the Peninsula Khoekhoe and the first Dutch settlers took place (genesis of colonialism in South Africa), and one of the only natural floodplains in Cape Town. Respondents argued that the site has no visible heritage significance, and the interjection will hinder economic development and job creation, an urgent concern, with Cape Town home to the most data centres on the continent. Data centres provide the computing and storage power that is essential to realising the smart digital futures furthered by corporate strategists and government policymakers. Yet, the data centres that underpin these futures are themselves energy-intensive enterprises (Howe et al. 2015) placing burdens on national energy supplier Eskom and energy shortages for the neighbouring communities (Pollio and Cirolia 2022). Data are entangled with water, wind, oil and other elements. Resource prospecting and extraction of energy were driving forces of colonial expansions. The material effects this has had on contemporary human and more-than-human life as well as geopolitical formations continue: How might we think together beyond techno-solutionism and -determinism to imagine technological futures otherwise.

Waltorp, Karen and Asnath Paula Kambunga. 2023. "Land, Legacies and Energy Futures in Cape Town, South Africa." In 4S Paraconference X EiJ: Building a Global Record, curated by Misria Shaik Ali, Kim Fortun, Phillip Baum and Prerna Srigyan. Annual Meeting of the Society of Social Studies of Science. Honolulu, Hawai'i, Nov 8-11.

• The process of designing curriculum is quite useful as it details how different activities correspond to learning goals in science, mathematics, and technology. Fig. 3 describes the steps: selecting content through content specialists in the POAC team, making a curriculum outline, individual meetings with content specialists, and making the lesson plans. I really like the activities they designed, such as comparing different mask materials and how they protected against differently-sized viruses. They were also given time to research career pathways and present on epidemiology careers, a step that invites students to imagine career pathways. 

• I realize the scope and audience of this paper is different, but I am so curious about how the Imhotep Academy created a setting that encouraged underrepresented students to participate and speak up, given that they cite evidence of how difficult that can be. How did they choose participants? 

• Having read Freire’s Pedagogy of the Oppressed recently, I am thinking about his approach to curriculum design that is based on a feedback loop between would-be learners and would-be educators. The roles of learners and educators aren’t fixed. Content development is not done beforehand just by content specialists but in an iterative process with multiple feedback loops. Since very few research teams have the time or the resources to deploy Freire’s rigorous approach, I am not surprised that most curriculum development does not follow the route. And educators are working with former experiences anyway. So I am curious about how the authors’ previous experiences shaped their approach to curriculum design?

• A context for this paper is the controversy on the proposed revisions to the California math curriculum that conservative media outlets argue “waters down” calculus–a cherry topping on the college admissions cake–to privilege data science in middle-school grades. Education researchers contend that apart from physics and engineering majors, not many colleges actually require calculus for admissions (many private institutions do), and that the relevance of advanced calculus for college preparation is overrated. 

• National Commission on Excellence in Education ‘s 1983 report Nation At Risk: the need for a new STEM workforce specializing in computer science and technology 

• National Council on Mathematics 2000 guidelines for preparing American students for college in Common Core Mathematics 

• Stuck in the Shallow End: Virtual segregation; Inequality in learning computer science in American schools focusing on Black students