Negotiating Equity Priorities Within Systems Change: A Case Study of a District-Level Initiative to Implement K12 Computer Science Education
Negotiating Equity Priorities Within Systems Change: A Case Study of a District-Level Initiative to Implement K12 Computer Science Education
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DOI：
10.1109/mcse.2020.3008434
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发表时间：
2020-09
影响因子：
2.1
通讯作者：
Rafi Santo;Leigh Ann Delyser;June Ahn
中科院分区：
文献类型：
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作者：
Rafi Santo;Leigh Ann Delyser;June Ahn
本文探讨了计算机科学教育（CSed）的两个核心问题的交叉点-什么是“公平的计算机科学教育”的意思是什么，以及如何伴随公平的目标发挥学区试图实施全面的K12 CSed举措。基于分析的定性数据收集超过15个月的一个地区在这方面的努力，我们的研究结果说明了如何不同的概念化公平CSed在发挥作用，在一个学区的制度变革过程中，以及如何谈判和管理不同的公平相关的目标发生在CSed系统的变革努力。这项工作的影响指出，需要在整个地区的社区服务和教育的努力，使利益相关者从不同层次的系统在规划和实施的过程中。此外，我们看到一个潜在的需要审议的例程，各种概念和伴随而来的目标，围绕公平相关和无关的CSED可以理解和地区演员之间的谈判。
This article explores the intersection of two central issues in computer science education (CSed)—what is meant by “equitable computer science education” and how attendant equity goals play out as school districts attempt to implement comprehensive K12 CSed initiatives. Based on analysis of qualitative data gathered over 15 months of one district's efforts in this area, our findings illustrate how varying conceptualizations of equitable CSed are at play during institutional change processes in a school district, and how negotiation and management of differing equity-related goals takes place within CSed systems change efforts. The implications of this work point to the need of district-wide CSed efforts to engage stakeholders from across levels in the system in the process of planning and implementation. Additionally, we see a potential need for deliberative routines where various conceptions and attendant goals around equity—both related and unrelated to CSed—can be understood and negotiated among district actors.