Indigenous Knowledge
20%Indigenous epistemologies frame child development as inseparable from communal and ecological contexts, challenging the Western individualistic model of digital harm. Traditional knowledge systems often prioritize slow, embodied learning over algorithmic acceleration, offering alternatives to surveillance-based engagement. However, these perspectives are systematically excluded from policy debates, which privilege state and corporate actors over community-led solutions. The absence of indigenous voices in this discourse reflects a broader pattern of epistemic violence in digital governance.