I Am Because We Are

By RIPPLE OF CHANGE Magazine

From Afrofuturistic worlds to AI labs, Anthonia Ogundele and Ethos Lab prove that innovation grows when imagination and community come first.

Chances are, you’ve heard of STEM: science, technology, engineering, and math. But what happens when you add art into the mix?

You get STEAM. And while it might seem like an odd fit at first, Anthonia Ogundele is showing us exactly how it fits.

She’s the Founder and Executive Director of Ethos Lab Educational Society, a nonprofit that gives youth ages 10–18 access to emerging technology, cultural exploration, and a community of creators. The lab centers Black youth and other underrepresented groups in STEAM fields, expanding what they believe is possible and empowering them to shape the future on their own terms.

We sat down with Anthonia to learn how Ethos Lab is reimagining innovation, both as a tool for advancement and as a way to build deeper connection.

Q: Can you tell us more about yourself and the work you’re doing at Ethos Lab, especially in the context of how young people are engaging with science and technology today?

A: That’s a really big question, especially in this time of great change and innovation. But what am I doing at Ethos Lab? I’m trying to ensure that our students—[who are] racialized, Black youth and other underrepresented communities in STEM—[are] able to see themselves in these spaces by giving them access to tools, networks, programming, and a community for them to create.

It’s really about how we bring to the forefront the fact that there are these inequities and barriers in how we design and create, and actually transforming that whole pedagogy and process so the problem doesn’t persist.

The average parent wants to know what they should sign their kid up for. We’ve got lots of programming that is really design-based learning integrated with culture, and really seeing STEAM—science, technology, engineering, applied art, and math—as tools.

But it is really about: how do we change the way that we design and create so that we don’t have these inequities?

Q: Are there any projects or initiatives from Ethos Lab that stand out to you? Perhaps ones that took a different perspective or had a particularly powerful impact?

A: Just before the pandemic, we launched Ethos Lab to the community and said, ‘Hey, we have this aspiration—we’re starting this organization.’ We had organized a March break camp full of really great activities. But then the pandemic hit…so March 2020, there was no March break camp.

What we thought we would do as staff members was [ask], ‘How might we think about what it looks like to be online?’ and brainstorm with the young people who were planning to attend the camp.

It was out of that hackathon, which we eventually did, that really was the catalyst [for] our approach and pedagogy around getting more young people excited about STEAM and excited about creating. I thought we’d get ideas like ‘Let’s do Zoom meetings once a week’ or ‘Let’s play games,’ but what came to their minds were worlds.

We were, if not the first organization nationally, [one of the first] to create a social virtual reality environment for our young people to hang out in, called Atlantos. That’s since evolved into a whole cultural lore. We now have a 100-page lore book with different realms. Understanding and seeing the limitations and issues in our current society, Ethos Lab is really focused on shifting the culture of innovation. So we created a whole new culture.

Ethos Lab exists in story—but for us, it’s not just about staying in story and staying in these ideas. Atlantos is now a full exhibit at the Museum of Anthropology. It’s been captured in our real-world history as an Afrofuturistic lore that started from that seed of the hackathon during the pandemic.

So I’d say the story of Atlantos really stands out for me. The possibilities are endless when young people begin to see themselves as the heroes in their own story. That’s been one of the really big things.

More generally, our camps have also been powerful—seeing young people come in and do things they never thought possible. A couple of young people came up with a basketball product that helps you shoot in a certain way, because they were taking a biomechanics camp and made the connection between basketball and science. Having a 10-year-old yell, ‘I love physics!’ at the end—that’s super exciting for me.

Another group invented a tool to support refereeing during soccer games by measuring body mechanics. They had the opportunity to share that idea with the Vancouver Whitecaps. Those are] the kinds of connections we create—to make it real for young people that their ideas matter. That’s one of the major premises of Ethos Lab.

Q: How does the Ubuntu philosophy tie together the intersection of humans, nature, and technology?

A: Ubuntu philosophy offers a new way of thinking about innovation. Too often, we overlook the cultural and philosophical contexts in which tech innovation occurs. The consequences are visible in algorithmic bias, lack of representation in STEM, and even climate change. We believe it is necessary that if we want to make systemic change we have to change our cultural operating system and centring African and diasporic philosophies and ways of knowing allows us to do this. Ubuntu “I am because we are” reframes tech innovation around interconnectedness. It reminds us that what impacts you, impacts me. This perspective decenters individual interests and instead embraces a holistic view: one that considers not only our relationships with other people, but also our imaginations, our ingenuity, and the natural ecosystems to which we are intrinsically connected.

Q: From the projects you’ve described, it sounds like young people at Ethos Lab are naturally leaning into connection beyond just technology. Were you surprised by that?

A: Yeah, I mean, it’s unfortunate what we do in K–12 education, whether it be parents or the education system, where it’s like: you’ve got STEM kids and you’ve got humanities kids, or artsy kids. Like, ‘Oh, I really want my kid to come to Ethos Lab, but they’re not into technology.’ Or you have the technology kid that [think], ‘Oh, that’s too artsy.’

But there are these really creative intersecting points around play, space, reading, and imagination that intersect those different areas.

So I would say the average Ethosian is like, ‘I don’t like STEM.’ They’re like, ‘I can’t stand it.’ But then you say, ‘Hey, can you build that thing?’ and they’re like, ‘Yeah.’ And they’ll use all the tools and do all of the things to make it happen.

One of the really funny things was that when we were online and building these virtual worlds, we were teaching kids how to use Blender 3D modeling, and 3D sculpting. They also used Scratch. We created a video game called Stress Run so the kids could learn how to fight stress during the pandemic.

And then one day we decided to do coding in Python class. It was legit just called Coding in Python. I got this really long email from a young person saying, ‘This is too STEM-y. I think I’m going to step away. This is too much STEM.’

[But] they had been using all of this! In fact, I think we were helping them [learn] how to tokenize things. [For example], they were on the blockchain designing. But then—whoa, whoa, whoa—this one thing was too STEM.

So I always feel like it’s the context in which you’re engaging them. And again, with taking an applied approach—it’s really about the why. How important is the why in which they want to create or engage?

And then you inject the tools. Which is: am I going to use science to approach this? Am I going to use math to approach it? It’s fantastic to be able to address the thing that they’re really interested in doing.

Q: Do you encourage young people to think about innovation as something rooted in connection, not just technology?

A: Innovation, I feel, can only happen in connection.

I don’t believe anyone can innovate anything on their own or in isolation. And that’s not just human-to-human connection. I think there is a necessity to see yourself as a collected whole in terms of creating new things.

So when we think about teaching young people to innovate with connection in mind, I actually think, just biologically and developmentally, they’re already doing that. All they do is think about connection. Especially teenagers. Friends are number one.

I think we have a lot to learn from them on prioritizing human connection. Look at a group of kids walking together…they’re talking, they’re not on their phones. And if they are on their phones, they’re showing each other something.

Compare that to adults, who sit at a table and look at their phones in isolation.

There’s no way I could have come up with Atlantos or any of these things. But it’s only because I think young people are hardwired for it.

What sometimes happens, though, is that we force isolation, especially for young people. There’s so much self-consciousness, so many social pressures, and it pushes them into a space of isolation for presumed safety.

What we need to do is create spaces where they’re able to fail and try again, without fear of judgment.

They are innovating in connection. It’s just whether or not we value the innovations they’re coming up with, and whether or not we see it as innovation.

Q: That makes so much sense. It reminds me of when a two-year-old shows you a toy and thinks it’s revolutionary but we might not see it that way.

A: Exactly! A two-year-old shows you their little truck and says it’s a new science thing that can jumpstart your heart—or whatever—and it’s just a Hot Wheels car.

Do we see that as innovative? Or do we say, ‘Oh, nice.’

That’s what I hope Ethos Lab is able to do—continue to stretch and extend that imagination. Let them play Legos longer. Do those kinds of things.

Q: The work you do at Ethos Lab sounds like such an incredible opportunity and an equally big responsibility. How do you think about the deeper purpose behind this work?

A: We just can’t do things the same anymore. You know, when we talk about increasing representation in STEAM, oftentimes we identify things like gender diversity, racial diversity, but we’re not really looking at the cultural context in which this creation is happening. [And that’s] what is creating the challenges for these different groups entering into STEAM.

These are conversations around patriarchy, conversations around white supremacy and classism—those types of facets. For us, it’s really about: okay, how do we shift culture on its head to create different conditions in which creation can happen?

It is a really big undertaking, because you can have these diverse groups, but it’s the culture that makes them feel like they belong or don’t.

We want to invite and encourage young people to come into Ethos Lab and be able to just be the fullest expression of their authentic selves.

Q: How can a young person participate in Ethos Lab, and what can they expect from the experience?

We’re an after-school program for young people. You can go to our website and sign up for our camps and programs. It doesn’t matter what school they’re in, they can participate with Ethos Lab.

What they’re going to get is a mix of learning about different STEAM skills. We’re really focused on artificial intelligence from an interdisciplinary perspective. So it’s not just about, ‘learn about AI.’ It’s about…how can we apply AI to solve community problems, or how can it impact our community? [It goes beyond] a theoretical standpoint, [and] really [looks] at problems, solutions, or opportunities that you’re trying to solve. [For example], how do you leverage AI, generative AI, as a tool?

Everything is grounded in Ubuntu philosophy, which is ‘I am because we are.’ The use of these different tools all comes grounded with a cultural philosophy that ensures it’s not just about building widgets at scale. It’s really about: what does reciprocity look like? And interconnectedness? Economic justice? What does it mean to be a mindful creator?

Those are the key tenets of Ubuntu philosophy that we build into the design process that we teach young people.

Q: Is there anything you’d like to promote right now? What should people know about how to get involved?

A: Yes—all our programming [that’s] happening right now.

For the average parent, they’re like, ‘Okay, I want to sign my kid up for a coding class,’ so our posters say: ‘Sign up, learn STEM, and come.’ And then they come, and they’re like, ‘Okay, whoa. My child not only learned this thing, but now they’re speaking more, they’re doing better at their homework, they’re socializing more.’

We have fall programming, and it’s really focused around artificial intelligence experimentation and problem solving.

We have programming on Friday evenings, our AI Experimentation Lab. We also have a Youth AI Governance Working Group, which includes kids between 13 and 17.

We consulted with them: What do you want? What is AI? We did a number of workshops with them—they did quite a bit of learning—and it really reinforced a value around young people learning about artificial intelligence in community, and experimenting in community, because it ranges on what is possible.

We want to make sure we’re creating a safe space for AI experimentation that’s equity-centered and grounded.

So for parents interested in exposing their young people to a community of creators and experimenters, we would love to have [you] as part of our programming. Registration is open now.

Q: Does your programming follow the school year? Who is it for?

A: Our programming kicks off on September 19th and then it will go until mid-December. Then it picks up again in January, goes to March break, and we do spring break camps. We do summer camps as well.

One of the questions I always get because we are a Black-led, Black-centered organization is: ‘Can my kid come to Ethos Lab?’ And the answer is that any young person is able to come to Ethos Lab.

I think it’s important that Black youth, as well as non-Black youth, are exposed to a diversity of leadership. And what that does is allow for a young person to now imagine their Black peers to be more than what the stereotypes or television [might have made them] think.

This approach has been really amazing in being able to have quite a mix. Gender diversity, different abilities, various backgrounds and interests show up for our programming.

Some of these kids have never had a Black instructor. In fact, if you’re a Black youth and you’re the only Black kid in your school, nine times out of a hundred [you’ve] never actually interacted with another Black kid at all, [yet alone] a Black teacher.

The art in our values and our ethos [is] designed around centering the humanity of the Black experience. We’re creating environments where Black youth are respected, reflected, protected, and connected—which then makes it a more inclusive space for all.

That’s the one thing: I would love for a lot of families that are not Black to participate,and consider what it might look like to have diverse leadership teaching your young people.

Because if we’re going to address these issues of underrepresentation and inequality, it’s not just about donating dollars to support Black business in that way. For us, it’s very much doing with, being with Black youth, and [being with] a diversity of people.

So if our kids can’t play together, we’re hooped. And that’s what we try to do with this environment—create a place where kids of various backgrounds can play together.

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