Designing a Culturally Sustaining Computer Science Curriculum Integrated With Environmental Literacy Through a Research-Practice Partnership

• In Event: Relational Spaces of Educational Transformation

Abstract

This case study examines a research-practice partnership (RPP) between university researchers and teachers from three local school agencies serving predominantly Latinx and multilingual students. The team co-designed a culturally sustaining computer science curriculum integrated with environmental literacy for 5th graders. Guided by the frameworks of culturally sustaining pedagogy and collective sensemaking, this study explores how the curriculum was designed and adapted to meet local cultural contexts. Data from co-design meetings were analyzed using thematic analysis. Findings highlight the importance of leveraging teachers’ insights and community knowledge to create a STEM curriculum that is relevant and empowering for diverse students, demonstrating the potential of RPPs to promote equity and support for diverse students.

Authors

• Clare Baek, University of Hawaii - Manoa

• Victoria Nguyen, University of California - Irvine

• Symone Gyles, University of California - Irvine

• Dana Saito-Stehberger, University of California - Irvine

• Brian Minh Phan, University of California - Irvine

• Mark Warschauer, University of California - Irvine