Counter-Storytelling and Critical Narratives With Connections to Computational Thinking

• In Event: Narratives of Educational Justice

Abstract

How do STEM Pre-service Teachers evolve in their dispositions of computing and computational thinking practices situated in equity and sociopolitical issues? This research focused on a federally funded teacher education program that prepares teachers in computer science situated in equity and social justice. The work occurred in urban Title I schools serving predominantly Black and Brown students in historically low-income communities in southern California. What surfaced in STEM and computing spaces is a need for counter-storytelling and critical discourse situated in critical race theory and abolitionist tools. While technological tools continue to isolate and marginalize through social media algorithms and the spreading of fake news, students strive to offer a counter narrative, highlighting technology for humanization through joy, sustainability, and purpose.

Authors

• Jane W. Kim, University of California - Los Angeles

• Imelda Nava-Landeros, University of California - Los Angeles