Teaching in an Open Village: A Case Study on Culturally Responsive Computing in Compulsory Education

Autor/inn/en	Lachney, Michael; Bennett, Audrey G.; Eglash, Ron; Yadav, Aman; Moudgalya, Sukanya
Titel	Teaching in an Open Village: A Case Study on Culturally Responsive Computing in Compulsory Education
Quelle	In: Computer Science Education, 31 (2021) 4, S.462-488 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lachney, Michael) ORCID (Eglash, Ron) ORCID (Yadav, Aman)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0899 3408
DOI	10.1080/08993408.2021.1874228
Schlagwörter	Culturally Relevant Education; Computer Science Education; Equal Education; Case Studies; Whites; Teaching Methods; Researchers; Cooperation; African Americans; Middle School Teachers; Lesson Plans; Cosmetology; Computer Software; Entrepreneurship; Teamwork; New York (New York) + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Case study; Fallstudie; Case Study; White; Weißer; Teaching method; Lehrmethode; Unterrichtsmethode; Researcher; Forscher; Co-operation; Kooperation; Afroamerikaner; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; Lesson planning; Unterrichtsplanung; Schminken; Unternehmungsgeist
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01