pH empowered: community participation in culturally responsive computing education

Lachney, Michael; Eglash, Ron; Bennett, Audrey; Babbitt, William; Foy, Lakisha; Drazin, Matt; Rich, Kathryn M.

doi:10.1080/17439884.2021.1891421

Cited by 18 publications

(1 citation statement)

References 47 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Thus, we draw upon the literature of culturally relevant and culturally responsive computing [27,31] and more broadly culturally sustaining pedagogy [3,47]. These asset-based approaches appreciate the identities and cultural knowledge of students while also recognizing, critiquing, and addressing current inequities within the system [31].…”

Section: Literature Reviewmentioning

confidence: 99%

Coding with Purpose: Learning AI in Rural California

Tena-Meza

Suzara

Alvero

2022

ACM Trans. Comput. Educ.

View full text Add to dashboard Cite

We use an autoethnographic case study of a Latinx high school student from a rural, agricultural community in California to highlight how AI is learned outside classrooms and how her personal background influenced her social-justice oriented applications of AI technologies. Applying the concept of learning pathways from the learning sciences, we argue that redesigning AI education to be more inclusive with respect to socioeconomic status, ethnoracial identity, and gender is important in the development of computational projects that address social-injustice. We also learn about the role of institutions, power structures, and community as they relate to her journey of learning and applying AI. The future of AI, its potential to address issues of social injustice and limiting the negative consequences of its use, will depend on the participation and voice of students from the most vulnerable communities.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Coding with Purpose: Learning AI in Rural California

Tena-Meza

Suzara

Alvero

2022

ACM Trans. Comput. Educ.

View full text Add to dashboard Cite

show abstract

An unplugged remix of culturally responsive computing for early childhood education

Harper,

Larsen,

Quinn

et al. 2024

Future in Educational Research

View full text Add to dashboard Cite

Despite a growing movement towards expanding computer science education in PreK‐12, gaps in computing opportunities along lines of race, ethnicity, class, and gender have widened. Emergent theories and practices related to culturally responsive computing show promise in addressing this gap; however, little is known about engaging Black, Latinx, and Indigenous preschoolers in computer science. In this paper, we utilized qualitative content analyses to explore how an early childhood computer science curriculum created opportunities for young Black and Latinx preschoolers to develop computational thinking skills while engaging in culturally responsive computing. Overwhelmingly, we found the curriculum, co‐developed with educators and caregivers, emphasized unplugged tools and coding activities to support computational thinking. These unplugged opportunities positioned children as innovators with technology and technosocial change agents, in developmentally‐appropriate, play‐based ways. Findings demonstrate a need to emphasize the value of unplugged tools and coding activities in order to support computational thinking and align the goals of culturally responsive computing with the unique needs of young children. We discuss implications for a theory of culturally responsive computing specifically for early childhood education.

show abstract