No abstract

<div><p>This paper details the development and evaluation of software that allows middle school students to explore the mathematical aspects of Ghanaian Adinkra symbols. We tested the effectiveness of this simulation in a Ghanaian junior high school by conducting a randomized quasi-experiment. We begin this paper by framing culturally responsive math education within the interventionist tradition of ethnomathematics. We draw this tradition together with an empirical exploration of the mathematics embedded in Adinkra symbols. We follow this with a methodological explanation for how we translated the mathematical significance of Adinkra into the design of our software, “Culturally Situated Design Tools.” Finally, we describe the quasi-experimental evaluation of the software using a randomized assignment of students in control and intervention groups in Ghana. We found statistically significant improvement for students using the culture-based software in comparison to similar software with no cultural content.</p></div>

Artificial intelligence (AI) is poised to eliminate millions of jobs, from finance to truck driving. But artisanal products-(e.g. handmade textiles) are valued precisely because of their human origins, and thus have some inherent "immunity" from AI job loss. At the same time, artisanal labor, combined with technology, could potentially help to democratize the economy, allowing independent, small scale businesses to flourish. Could AI, robotics and related automation technologies enhance the economic viability and environmental sustainability of these beloved crafting professions, perhaps even expanding their niche to replace some job loss in other sectors? In this paper we compare the problems created by the current mass production economy, and potential solutions from an artisanal economy. In doing so, the paper details the possibilities of utilizing AI to support hybrid forms of human-machine production at the microscale; localized and sustainable value chains at the meso-scale; and networks of these localized and sustainable producers at the macro scale. In short, a wide range of automation technologies are potentially available for facilitating and empowering an artisanal economy. Ultimately, it is our hope that this paper will facilitate a discussion on a future vision for more "generative" economic forms in which labor value, ecological value and social value can circulate without extraction or alienation.

Broadening the participation of underrepresented students in computer science fields requires careful design and implementation of culturally responsive curricula and technologies. Culturally Situated Design Tools (CSDTs) address this by engaging students in historic, cultural, and meaningful design projects based on community practices. To date, CSDT research has only been conducted in short interventions outside of CS classrooms. This paper reports on the first semester-long introductory CS course based on CS-DTs, which was piloted with 51 high school students during the 2017-2018 school year. The goal of this study was to examine if a culturally responsive computing curriculum could teach computer science principles and improve student engagement. Pre-post tests, field notes, weekly teacher meetings, formative assessments, and teacher and student interviews were analyzed to assess successes and failures during implementation. The results indicate students learned the conceptual material in 6 months rather than in the 9 months previously required by the teacher. Students were also able to apply these concepts afterward when programming in Python, implying knowledge transfer. However, student opinions about culture and computing didnâĂŹt improve, and student engagement was below initial expectations. Thus we explore some of the many challenges: keeping a fully integrated cultural curriculum while satisfying CS standards, maintaining student engagement, and building student agency and self-regulation. We end with a brief description for how we intend to address some of these challenges in the second iteration of this program, scheduled for fall 2018. After which a study is planned to compare this curriculum to others.

Artificial intelligence (AI) is poised to eliminate millions of jobs, from finance to truck driving. But artisanal products-(e.g. handmade textiles) are valued precisely because of their human origins, and thus have some inherent "immunity" from AI job loss. At the same time, artisanal labor, combined with technology, could potentially help to democratize the economy, allowing independent, small scale businesses to flourish. Could AI, robotics and related automation technologies enhance the economic viability and environmental sustainability of these beloved crafting professions, perhaps even expanding their niche to replace some job loss in other sectors? In this paper we compare the problems created by the current mass production economy, and potential solutions from an artisanal economy. In doing so, the paper details the possibilities of utilizing AI to support hybrid forms of human-machine production at the microscale; localized and sustainable value chains at the meso-scale; and networks of these localized and sustainable producers at the macro scale. In short, a wide range of automation technologies are potentially available for facilitating and empowering an artisanal economy. Ultimately, it is our hope that this paper will facilitate a discussion on a future vision for more "generative" economic forms in which labor value, ecological value and social value can circulate without extraction or alienation.