Bourdieu and programming classes for the disadvantaged: a review of current practice as reported online—implications for non-formal coding classes in Bali.

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Autor/Urheber	Laurence Tamatea; Gusti Agung Ayu Mas Pramitasari
Institution	SpringerOpen
Titel	Bourdieu and programming classes for the disadvantaged: a review of current practice as reported online—implications for non-formal coding classes in Bali.
Quelle	In: doi:10.1186/s41039-018-0068-x; 1793-7078; Research and Practice in Technology Enhanced Learning, Vol 13, Iss 1, Pp 1-27 (2018)(2018) PDF als Volltext kostenfreie Datei
Sprache	englisch
Dokumenttyp	online; Zeitschriftenaufsatz
DOI	10.1186/s41039-018-0068-x
Schlagwörter	Software development; Poverty; Disadvantage; Programming; Bourdieu; Bali; Information technology; T58.5-58.64
Abstract	Abstract The software development sector is rapidly expanding. It generates vast revenues whether categorised under ICT or creative industries. It has a capacity to support national economic growth and is supportive of economic development. Despite such opportunity, the poor and disadvantaged are often excluded from access to and participation in this sector. In light of this context, our paper comprises a first step in a project aiming to offer software development classes to disadvantaged youth in Bali, Indonesia. To guide construction of the curriculum, we review publically available online literature around current practice in the provision of non-formal education-based programming classes to the disadvantaged. We wanted to know what might constrain disadvantaged students from participation in this field, what as a consequence might be their response to educational opportunities for this field, and what might be needed to provide 'agentic' learning experiences. We also wanted to evaluate the suitability of Bourdieu's Social Reproduction Theory in terms of reading this literature and providing a broad level framing to guide initial thinking about curriculum construction in response to these questions. This paper presents findings from our review of the online publically available literature and argues the value of Social Reproduction Theory to understanding current practice and guiding preliminary thinking around curriculum construction.
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