Breaking the Code: Confronting Racism in Computer Science through Community, Criticality, and Citizenship
Breaking the Code: Confronting Racism in Computer Science through Community, Criticality, and Citizenship
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打破密码：通过社区、批判性和公民身份对抗计算机科学中的种族主义
DOI：
10.1007/s11528-022-00734-9
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发表时间：
2022
期刊：
影响因子：
2.5
通讯作者：
Marie K. Heath
中科院分区：
文献类型：
--
作者：
Aman Yadav;Marie K. Heath
技术和社会中未经审查的权力和偏见直接伤害了有色人种、少数群体和美国多种族民主的理想。这些不公平现象不是人工智能的意外或系统的“小故障”，而是突出了无形和压迫性的架构-“新吉姆代码”（本杰明，2019）-编码到技术的骨骼中。与此同时，计算机科学教育在过去十年中有了长足的发展。我们问教育工作者如何解决K-12 CS教育中的嵌入式不公正？使用信息不对称（希佩尔，2005年）作为一个概念框架，我们认为有必要通过课程设计和CS教学解决种族化和父权制偏见。我们主张一个参与性和社区为中心的CS课程，促进社区共同设计的CS，中心的关键性，并促进CS内的公民教育的方法。
The unexamined power and prejudice embedded within technologies and societies has led to direct harm to individuals of color, minoritized groups, and the US ideal of a multi-racial democracy. Rather than an accident of AI or a “glitch” of the system, these inequities highlight the invisible and oppressive architecture – a “New Jim Code” (Benjamin, 2019) – encoded into the bones of the technology. At the same time, computer science education has grown considerably over the last decade. We ask how can educators address embedded injustice within the K-12 CS education? Using information asymmetry (Hippel, 2005) as a conceptual framing, we argue for the need to address racialized and patriarchal biases through curricular design and teaching in CS. We argue for a participatory and community centered approach to CS curricula which facilitates community co-designed CS, centers criticality, and fosters civic education within CS.
面向所有人的计算机科学竞赛：教师如何谈论和学习专业发展的公平性
影响因子：
2.7
作者：
Goode, Joanna;Ivey, Allison;Johnson, Stephany RunningHawk;Ryoo, Jean J.;Ong, Christine
通讯作者：
Ong, Christine