Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing
Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls’ Participation in Computing
复制标题
成为技术社会变革推动者：交叉性和文化响应式教学法是增加女孩参与计算的重要资源
DOI：
10.1111/aeq.12197
复制
发表时间：
2017
影响因子：
1.3
通讯作者：
K. Scott
中科院分区：
文献类型：
--
作者：
Catherine S. Ashcraft;E. Eger;K. Scott
从我们为期两年的民族志，我们并列在一个文化响应计算程序的两个队列的经验，研究该计划如何培养女孩的新兴身份作为技术社会变革的推动者。在介绍这种深入和近距离的探索时，我们同时确定了促进和限制该计划潜力的条件。最终，我们说明了这些研究结果如何可以加强人类学研究和实践中的青年身份，文化响应的生物学，和计算教育。
Drawing from our two‐year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls’ emerging identities as technosocial change agents. In presenting this in‐depth and up‐close exploration, we simultaneously identify conditions that both facilitated and limited the program's potential. Ultimately, we illustrate how these findings can enhance anthropological research and practice in youth identity, culturally responsive pedagogies, and computing education.