Research as Ceremony. Contemplative Inquiry and Indigenous Knowledge: A Global, Inclusive, Responsive STEM Education

• In Event: Research as Ceremony: Cultivating Ancestral Knowledge in Computer Science Education

Abstract

Problem: The purpose of the cultural, environmental, and ancestral knowledge in the Ancestral Computing Network is to create a positive environment of teaching and learning that permits students to see themselves in the role as current and future problem solvers. Karatas proclaims that unless a student has the opportunity to realistically see themselves in career fields of STEM, the likelihood of students pursuing those jobs is reduced significantly. A person’s family background, social circle, and awareness of culture all affect his, her or their projections of self in regard to work and education and this connection to traditions and funds of knowledge is critical for some learners to make connections to their ancestries, numeracy and scientific processes.

Background: Dominant education for African descendant peoples in the United States centers around the limited, yet brutal, experiences of slavery and displacement. As such, calling on ancestral knowledge systems may be a sensitive area for some African descendent groups and other students of color. Although ancestral reverence is a foundational concept in many Indigenous groups who may hold varied ancestries, some of which cannot be identified, engagement in this area may bring painful memories of ancestors and bring to light possible traumatic experiences. Traditional or Indigenous African religious systems, which incorporate elements of ancestral reverence, have been maligned and misrepresented by and within Western culture and remain obscure or to many African American and African descended families, unattainable. Moreover, for many African descended communities and Indigenous/earth-centered communities their ancestral knowledge may be embedded in the daily lived experiences and cultural aspects of life. Therefore, ACN may be called upon as asset-based approaches to education at large, affirming the vibrant and intellectual contributions to societies over time.

Research Question:
ACS will employ the following general research question: How might ancestral knowledge systems and computer science education co-create positive learning spaces for marginalized communities, towards sustainable CS practices?

Methods
A survey methodology with a contemplative approach. Through the process of collaborative analysis and discussion. At the end of each academic year, we will administer the survey which was piloted at four institutions for validity and reliability purposes. The survey was designed to understand students’ sense of belonging after participating in contemplative focus groups and experiencing asset-based approaches to computer science education that highlighted African and Indigenous systems.

Findings
We present a framework showing preliminary data from ACN and our journey as researchers to sustain computing. The aim is to transform CSE curricula and classrooms towards centering the epistemologies and axiologies of underserved communities and cultivate positive learning ecologies towards sustainable computational thinking practices.

Conference Theme Connection
This study informs perspectives in providing appropriate support and theoretical frameworks for researchers, policymakers, and the populace to analyze and consider ways to hold higher education accountable for issues impacting a racially diverse group of learners in CSE.

Feedback from participants will help shape the trajectory of the ACN as it is responsive to the academic and global concerns regarding the lack of diversity within CSE.

Authors

• Ebony Terrell Shockley, University of Maryland

• Jeffery S. Fleming, University of the District of Columbia