Ethnocomputational creativity in STEAM education: a cultural framework for generative justice
Ethnocomputational creativity in STEAM education: a cultural framework for generative justice
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STEAM 教育中的民族计算创造力：生成正义的文化框架
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发表时间：
2016
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通讯作者：
A. Bennett
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文献类型：
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作者：
A. Bennett
在美国，科学、技术、工程和数学学科（也被广泛称为STEM）吸引的非裔美国人、拉丁裔和土著（阿拉斯加土著、北美和太平洋岛民）学生很少。如果这些未被充分代表的学生知道STEM教育在将价值传播回其族裔社区方面的非凡潜力，他们可能会更喜欢STEM学科。例如，在统计上，代表性不足的医科学生在毕业后比白人学生更有可能对与其种族社区相关的健康问题进行研究。最受欢迎的STEM改革运动之一，即STEAM (STEM + Arts)，在帮助传播这些民族社区的非异化价值方面做得很少。本文将“种族计算创造力”描述为STEAM的生成框架，它将艺术中未异化的价值循环回未被充分代表的种族社区。首先，我们将看看无偿提取文化资本的危险，以及相反，民族计算创造力如何帮助这些社区以非异化的形式传播价值，培养传统的艺术实践，并为“遗产算法”和其他形式的非殖民化STEM教育创造新的途径。
In the United States, the disciplines of science, technology, engineering, and mathematics (also widely known as STEM) attract very few African American, Latino, and Native (indigenous Alaskan, North American, and Pacific Islander) students. These underrepresented students might be more attracted to STEM disciplines if they knew STEM education’s extraordinary potential to circulate value back to their ethnic communities. For instance, underrepresented medical students, after graduation, are statistically more likely than white students to conduct research on health issues relevant to their ethnic communities. One of the most popular STEM reform movements that of STEAM (STEM + Arts) has done very little to help circulate the unalienated value of these ethnic communities. This paper describes “ethnocomputational creativity” as a generative framework for STEAM that circulates unalienated value in the arts back to underrepresented ethnic communities. We first will look at the dangers of extracting cultural capital without compensation, and how ethnocomputational creativity can, in contrast, help these communities to circulate value in its unalienated form, nurturing both traditional artistic practices as well as creating new paths for "heritage algorithms" and other forms of decolonized STEM education.