This chapter examines the predicament outlined in the previous chapter, of the non-white body showing up in white spaces. Whilst a staunch objective of postwar black cultural politics, and of this book itself, is to portray the heterogeneity of the cultural identity of non-white ethnic minorities, in reality what happens in the lived experience is that the individual is interpreted through their racial characteristics, chiefly skin colour, which skews a holistic understanding of the person. The ‘historico-racial schema’ devised by Fanon that defines the restrictions faced by the non-white body in space, is explored in more widely and is theorised in Sara Ahmed’s insights in her study of the phenomenology of whiteness where she conveys the precarious situation of non-white bodies inhabiting white spaces. When they fit in, they are rendered invisible, and when they don’t and ‘stand out’ and ‘stand apart’, they are ‘hypervisible’ (2007, 159). Either way, visibility is not permitted in their own terms. In the interviews that followed the psychiatrists did not enjoy white privilege and there were times when they were made to feel different, a theme that was explored within the context of acculturation and other factors.

Augmented reality (AR) combines digitally generated 3D content with real-world objects that users are looking at. The “virtual” computer-generated 3D content is overlaid on a view of the real world through a specialized display. All augmented reality technologies involve some form of display technology that combines real and virtual content – including headset devices, camera-enabled smartphones and tablets, computer-based webcams, and projectors displaying interactive images on a physical surface. These technologies support real-time tracking of hands, 3D objects, and bodies as they push on or touch virtual objects. This enables a more-natural interaction between the learner and the virtual content. AR technologies support learning by allowing learners to interact with 3D representations; they enable embedded assessments; they support groups of learners engaging with shared virtual objects; and they tap into a child’s natural inclination to play and experiment by moving around and touching and manipulating objects.

This chapter builds on growing trends such as the maker movement, programmable children’s toys like LEGO Mindstorms, and gaming consoles with movement sensors like the Nintendo Wii and the Microsoft Kinect. These technologies include fabrication and construction technologies such as 3D printers, laser cutters, and milling machines; embedded computing where small computational devices – such as motion sensors or LED lights – are inserted into physical artifacts; novel materials such as conductive threads or materials with shape memory; optics and tracking with cameras and GPS position sensing. In recent years, computing technologies have increased in power, decreased in cost, and become dramatically smaller. These features enable wearable devices that can be integrated with children’s crafts, tools, and playgrounds. The chapter reviews technologies including virtual reality, body augmentation, programmable toys like LEGO Mindstorms, and manipulatives that are responsive to body movement.