Ancestral Computing for Sustainability: Centering Indigenous Epistemologies in Researching Computer Science Education

Autor/inn/en	López-Quiñones, Alyssa; Martinez-Lopez, Marlen; Moreno Sandoval, Cueponcaxochitl D.; Carroll-Miranda, Joseph; Lindala, April E.; Chatman, Michelle C.; Fleming, Jeffery; Shockley, Ebony Terrell; Cadeau, Denise; Flores-Reyes, Elizabeth
Titel	Ancestral Computing for Sustainability: Centering Indigenous Epistemologies in Researching Computer Science Education
Quelle	In: TechTrends: Linking Research and Practice to Improve Learning, 67 (2023) 3, S.435-445 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (López-Quiñones, Alyssa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-3894
DOI	10.1007/s11528-022-00820-y
Schlagwörter	Decolonization; Computer Science Education; Sustainability; Indigenous Knowledge; Epistemology; Educational Research; Participatory Research; Action Research; College Students; Ethics; Trust (Psychology); Teacher Student Relationship + Suchen Sie Ihr Suchwort? Dekolonisation; Entkolonialisierung; Computer science lessons; Informatikunterricht; Nachhaltigkeit; Erkenntnistheorie; Bildungsforschung; Pädagogische Forschung; Forschungstätigkeit; Projektforschung; Collegestudent; Ethik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	This article offers Ancestral Computing for Sustainability (ACS) to dismantle the logics of settler colonialism that affect accessibility, identities, and epistemologies of computer science education (CSE). ACS centers Indigenous epistemologies in researching CSE across four public universities in the United States. This paper describes Ancestral Computing for Sustainability and explores reflections of two students engaging as researchers in ACS inquiry. Drawing on Indigenous methodologies and Participatory Action Research, they share their reflections as co-researchers in ACS through storywork. These critical reflections include their relationship to computing, observations of the interdependent work within ACS, ethics and sustainability, and their experiences within the focus groups. The article ends with recommendations for furthering ACS as a decolonial approach that centers Indigenous epistemologies in CSE. Recommendations for CSE education include Ancestral Knowledge Systems and adding sustainability as a topic within computing education pathways and building student-faculty relationships based on trust is recommended to foster students' academic and personal growth within CSE education and research. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01