Infusing Computational Thinking and Culturally Responsive-Sustaining Pedagogy in K–12 Learning Spaces

Session Type: Invited Speaker Session

Abstract

"The Journal of Computer Science Integration (JCSI) issued a special call for contributions from researchers and practitioners that deepen conceptualizations of culturally responsive-sustaining pedagogies (CRSP) in computational thinking (CT) practices and concepts – to amplify truths about CRSP despite current attacks on its theoretical foundation. The papers in the special issue attend to the multiple ways CT is integrated into learning spaces and content areas, utilizing a culturally responsive-sustaining lens that informs the integration of CT formally or informally. Additionally, the submissions were from various research orientations, such as empirical studies, case studies, and theoretical foundations that highlight the stories of Black, Latine, Native, and indigenous learners. Unique to this special issue is the inclusion of practitioner contributions and their responses to researchers' articles.
In this session, the guest editors, researchers, and practitioners will address the following interrelated research and conceptual questions:
How do practitioners engage in culturally responsive-sustaining practices in classrooms that integrate computer science/computational thinking?
What barriers prevent the effective implementation of culturally responsive-sustaining practices in classrooms that integrate computer science/computational thinking?
What are the policies and practices that support learners’ identity development, both culturally and academically in computer science/computational thinking instruction?
How does computational thinking support learners’ development of socially responsible artifacts that align with the values and practices of their own culture?
What role does professional development play in supporting a teacher's acquisition and implementation of culturally responsive-sustaining pedagogies in classrooms that integrate computer science/computational thinking?

Sub Unit

• AERA Presidential Session

Chair

• Keith E. Howard, Chapman University

Papers

• Designing An Equity-Centered Framework and Crosswalk for Integrated Elementary Computer Science Curriculum and Instruction - Carla Strickland, University of Chicago; Andrea Ramirez-Salgado, University of Florida; Lauren Weisberg, University of Florida; LaToya Chandler, University of Florida; Maya Israel, University of Florida; Jeanne Di Domenico, University of Chicago; Elizabeth Lehman, University of Chicago

• A Critical Curriculum Design Case: Indigenous Schooling Past, Present, and Future - Kristin A. Searle, Utah State University; Aubrey Rogowski, Utah State University; Colby Tofel-Grehl, Utah State University; Mengying Jiang, Utah State University

• Teacher Candidates' Conceptions and Practices of Computational Thinking for Equity - Imelda Nava-Landeros, University of California - Los Angeles; Heather F. Clark, California State University - Dominguez Hills; Symone Gyles, University of California - Irvine

• Employing a Culturally Responsive, Critical Race Pedagogy in CS: Centering the Voices, Experiences and Technological Innovations of Black Youth - Tiera C. Tanksley, University of Colorado - Boulder

• Asset-Based Approaches to Multilingual Students' Computer Science Identity Development - Sharin R. Jacob, University of California - Irvine; Mark Warschauer, University of California - Irvine

Discussants

• Nicol R. Howard, Chapman University

• Roxana Hadad, University of California - Los Angeles