Teaching in an open village: a case study on culturally responsive computing in compulsory education. Issue 4 (2nd October 2021)

• Record Type: Journal Article
• Authors: Lachney, Michael; Bennett, Audrey G.; Eglash, Ron; Yadav, Aman; Moudgalya, Sukanya
• Is Part Of: Computer science education. Volume 31:Issue 4(2021)
• Page Start: 462
• Page End: 488
• Publication Date: 2021-10-02
• Subjects: Computer science education -- broadening participation -- culturally responsive computing -- racial equity -- it takes a village; Computer science -- Study and teaching -- Periodicals; 004
• DOI: 10.1080/08993408.2021.1874228
• Languages: English
• ISSNs: 0899-3408

Abstract

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.