Beyond Translation: Epistemic Justice in the Adaptation of the “Coding as Another Language” Curriculum

Abstract

This paper examines how epistemic justice can be advanced through the cultural and linguistic adaptation of early childhood computer science curricula. While STEAM education initiatives often aim to democratize access to technology, they frequently reproduce epistemic hierarchies that favor Western, male, and technocentric ways of knowing. Drawing on theories of epistemic injustice, culturally responsive computing, and early childhood pedagogy, this study explores how the Coding as Another Language (CAL)–ScratchJr curriculum can be localized to redistribute epistemic authority and validate diverse knowledge systems. FCP would like to extend her sincere gratitude to all the partners and team members whose dedication made this work possible. Their contributions throughout the process have been invaluable. Using a multi-site qualitative case study approach, we analyze interviews with three international teams from Greece, Portugal, and Uruguay, demonstrating that adaptation is not merely a technical or linguistic task, but an epistemic practice that involves balancing global frameworks with local pedagogical traditions, linguistic repertoires, and cultural narratives. Ultimately, the paper proposes an adaptation model that advocates for rethinking curriculum adaptation as a process of epistemic redistribution, valuing multiple ways of knowing, empowering teachers, and broadening the recognition of who can be considered a legitimate knower in the global landscape of computing education.