Restorying a Black Girl's Future: Using Womanist Storytelling Methodologies to Reimagine Dominant Narratives in Computing Education

Autor/inn/en	Shaw, Mia S.; Coleman, James Joshua; Thomas, Ebony Elizabeth; Kafai, Yasmin B.
Titel	Restorying a Black Girl's Future: Using Womanist Storytelling Methodologies to Reimagine Dominant Narratives in Computing Education
Quelle	In: Journal of the Learning Sciences, 32 (2023) 1, S.52-75 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1050-8406
DOI	10.1080/10508406.2023.2179847
Schlagwörter	African Americans; Females; Racism; Gender Bias; Story Telling; Self Concept; Computer Science Education; Social Bias; STEM Education; Workshops; Museums; Electronic Equipment; High School Students; Urban Areas; Feminism + Suchen Sie Ihr Suchwort? Afroamerikaner; Weibliches Geschlecht; Rassismus; Geschlechterstereotyp; Selbstkonzept; Computer science lessons; Informatikunterricht; STEM; Lernwerkstatt; Schulung; Museum; Museumswesen; Museen; Elektronisches Gerät; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Urban area; Stadtregion; Feminismus
Abstract	Background: Scholarship demonstrates that Black girls' capacities to imagine possible futures in computing are constrained by narratives of white masculinity and misogynoir embedded within computing. Building on race critical code studies and identity-as-narrative theories, we examine "restorying" through Black womanist storytelling methodologies for integrating Black girls' intersectional identities when designing and reimagining their computing futures. We ask: How might womanist storytelling methods support one Black girl in restorying possible computing futures? Methods: We present a case focused on one study participant, Heather's, restorying practices situated within a larger workshop wherein marginalized youth reimagined dominant narratives about computer science (CS). This was by creating interactive quilt patches using paper circuits and microcontrollers that challenged dominant narratives of white masculinity and misogynoir normalized throughout the field. Findings: We see that restorying through womanist storytelling methods allowed Heather to (1) deconstruct narratives of white masculinity and misogynoir throughout CS education by centering Black women's ways of knowing and doing, and (2) restory the past to enact possible CS futures and identities through computing. through Contribution: In the discussion, we address challenges and successes with integrating Black girls' experiences with speculative methodologies in learning sciences research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01