Teaching in an open village: a case study on culturally responsive computing in compulsory education

IF 3 Q1 EDUCATION & EDUCATIONAL RESEARCH

Computer Science Education Pub Date : 2021-02-02 DOI:10.1080/08993408.2021.1874228

Michael Lachney, A. Bennett, R. Eglash, Aman Yadav, S. Moudgalya

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引用次数: 17

Abstract

ABSTRACT Background: As teachers work to broaden the participation of racially and ethnically underrepresented groups in computer science (CS), culturally responsive computing (CRC) becomes more pertinent to formal settings. Objective: Yet, equity-oriented literature offers limited guidance for developing deep forms of CRC in the classroom. In response, we support the claim that “it takes a village” to develop equity-oriented CS education but additively highlight the roles of cultural experts in the process. Methods: We use a case study methodology to explore one instance of this: a collaboration between a multi-racial team of researchers, a Black cosmetologist, and a White technology teacher. Findings: Three themes supported the CRC collaboration: multi-directional relationship building, iterative engagement with culture-computing, and collaborative implementation of a hybrid lesson. Implications: As opposed to orienting broadening participation around extractive metaphors like “pipelines,” our case study constructs the metaphor of an “open village” to orient CS education toward collaborations between schools and the communities they serve.

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开放乡村教学:义务教育中文化响应计算的个案研究

摘要背景：随着教师努力扩大种族和族裔代表性不足群体对计算机科学（CS）的参与，文化响应计算（CRC）变得更适合正式环境。目的：然而，以公平为导向的文献对在课堂上发展深层形式的CRC提供了有限的指导。作为回应，我们支持“需要一个村庄”来发展以公平为导向的CS教育的说法，但也强调了文化专家在这一过程中的作用。方法：我们使用案例研究方法来探索一个例子：一个多种族的研究团队、一名黑人美容师和一名白人技术教师之间的合作。研究结果：三个主题支持CRC的合作：多方向的关系建立、与文化计算的迭代参与以及混合课程的合作实施。含义：与围绕“管道”等提取性隐喻扩大参与相反，我们的案例研究构建了一个“开放村庄”的隐喻，以引导CS教育朝着学校及其服务的社区之间的合作方向发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Computer Science Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.90

自引率

3.70%

发文量

期刊介绍： Computer Science Education publishes high-quality papers with a specific focus on teaching and learning within the computing discipline. The journal seeks novel contributions that are accessible and of interest to researchers and practitioners alike. We invite work with learners of all ages and across both classroom and out-of-classroom learning contexts.