Fostering intersectional identities through rhizomatic learning
Fostering intersectional identities through rhizomatic learning
复制标题
通过根茎学习培养交叉身份
DOI：
--
复制
发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Jared O’Leary
中科院分区：
文献类型：
--
作者：
Jon M. Stapleton;Jared O’Leary
许多学者提出了与CS教育者相关的以公平为中心的课程和教学方法。然而，意图使用文化相关方法的善意教育者和课程提供者可能会错误地应用这些框架，并无意中制定我们所说的“文化特定”的教育方法。这种方法在设计学生的学习经历时没有考虑到他们对文化和身份的多方面体验，忽视了他们对学习的具体需求、目标和愿望。这份立场文件不是为文化特定身份的群体提供内容，而是描述了一种“制图”课程和教学方法，这种方法由根茎式的学习哲学提供信息，促进学生之间的对话，作为具有独特身份，兴趣和需求的个人，教师和学生通过计算机科学教育共同探索。我们将根茎教学法定位为一个额外的透镜，与其他促进公平的框架一起应用，它建立了一套策略，让学生围绕他们的学习经验进行对话，使学习者能够参与共同建设他们的教育空间，并建立表达超本地，深入，以学生为中心的教学和学习实践的课程。
Many scholars have produced powerful equity-centered curricular and pedagogical approaches relevant to CS educators. However, well-intentioned educators and curriculum providers who intend to use culturally relevant approaches may mistakenly apply these frameworks and unintentionally enact what we refer to as “culturally specific’’ approaches to education. Such approaches fail to account for students’ multifaceted experiences of culture and identity in the design of their learning experiences, ignoring their specific needs, goals, and desires for their learning. Rather than delivering content for groups of culturally specific identities, this position paper describes a “cartographical’’ curricular and pedagogical approach informed by a rhizomatic philosophy of learning that fosters dialogue among students as individuals with unique identities, interests, and needs that teachers and students explore together through computer science education. We position rhizomatic pedagogy as an additional lens to apply alongside other frameworks for fostering equity—one that establishes a set of strategies for engaging students in dialogue around their learning experiences, empowering learners to participate in the co-construction of their educational spaces, and building curricula that express hyper-local, deeply situated, student-centered teaching and learning practices.