"A Key to Reducing Inequities in Like, AI, is by Reducing Inequities Everywhere First": Emerging Critical Consciousness in a Co-Constructed Secondary CS Classroom
"A Key to Reducing Inequities in Like, AI, is by Reducing Inequities Everywhere First": Emerging Critical Consciousness in a Co-Constructed Secondary CS Classroom
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“减少人工智能领域的不平等的关键是首先减少各地的不平等”：在共建的中学计算机科学教室中培养批判意识
DOI：
10.1145/3478431.3499395
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发表时间：
2022
期刊：
影响因子：
--
通讯作者：
Ko, Amy J.
中科院分区：
文献类型：
--
作者：
Everson, Jayne;Kivuva, F. Megumi;Ko, Amy J.
扩大计算机科学（CS）参与的一部分是了解学生将哪些经验和身份带到课堂并在此基础上建立。以前的工作通常通过将CS概念与文化思想和实践联系起来来实现这一点。然而，越来越多的年轻人可能会遇到关于计算，权力和正义的社会技术和社会政治的反叙述，提供了新的机会，将CS与学生的生活联系起来。为了了解这些新兴的反叙事在中学CS课堂中的作用，我们教授了一个共同构建的高中课程，以种族，民族，社会经济和性别多元化的课堂，将课程框架作为CS的创造性和批判性介绍，让学生将批判性主题纳入他们的学习。我们收集了笔记，文物，并在6周的过程中，学生的反应，并分析了在何种程度上，学生把关键的主题到他们的创造性工作，发展CS概念的批判意识。我们发现，在有关于计算的关键对话的空间之前，我们必须解决学生的信任问题，定位问题，以及更广泛的不公平教育系统。只有在解决了这些紧张局势之后，学生们才能安全地进行这些关键的对话。一旦他们这样做了，他们很快就接受了反叙事，围绕它们组织学习，并利用它们建立社区和相互支持。
Part of broadening participation in computer science (CS) is understanding what experiences and identities students bring with them to the classroom and building upon them. Prior work has often achieved this by connecting CS concepts to cultural ideas and practices. Increasingly, however, youth may be encountering sociotechnical and sociopolitical counternarratives about computing, power, and justice, offering new opportunities to connect CS to students' lives. To understand what role these emerging counternarratives have in secondary CS classrooms, we taught a co-constructed high school course to a racially, ethnically, socioeconomically, and gender diverse classroom, framing the course as both a creative and critical introduction to CS, giving agency to students to incorporate critical themes into their learning. We gathered notes, artifacts, and student responses over the course of 6-weeks, and analyzed the extent to which students brought critical themes into their creative work, developing critical consciousness of CS concepts. We found that before there was space for critical conversations about computing, we had to navigate students' issues of trust, positionality, and the broader inequitable systems of education in which the class occurred. Only after navigating those tensions did students feel safe to have those critical conversations. Once they did, they rapidly embraced the counternarratives, structured their learning around them, and used them to build community and support each other.
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