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Ethics, Identity, and Political Vision: Toward a Justice-Centered Approach to Equity in Computer Science Education

Harvard educational review, 2018-03, Vol.88 (1), p.26-52 [Peer Reviewed Journal]

Copyright Harvard Educational Review Spring 2018 ;ISSN: 0017-8055 ;EISSN: 1943-5045 ;DOI: 10.17763/1943-5045-88.1.26

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Title:
Ethics, Identity, and Political Vision: Toward a Justice-Centered Approach to Equity in Computer Science Education
Author: Vakil, Sepehr
Subjects: Access to Education ; Computer science ; Computer Science Education ; Core curriculum ; Curriculum development ; Digital citizenship ; Digital media ; Disproportionate Representation ; Education policy ; Educational Research ; Elementary Secondary Education ; Equal Education ; Ethics ; Females ; Instructional Design ; Learning environment ; Mathematics education ; Militarism ; Minority Group Students ; Pedagogy ; Political activism ; Politics ; Politics of Education ; Public schools ; R&D ; Research & development ; Role ; School districts ; Science education ; Self Concept ; Social networks ; STEM education ; Technology education ; Topic and comment ; Trump, Donald J ; Urban schools
Is Part Of: Harvard educational review, 2018-03, Vol.88 (1), p.26-52
Description: In this essay, Sepehr Vakil argues that a more serious engagement with critical traditions in education research is necessary to achieve a justice-centered approach to equity in computer science (CS) education. With CS rapidly emerging as a distinct feature of K-12 public education in the United States, calls to expand CS education are often linked to equity and diversity concerns around expanding access to girls and historically underrepresented students of color. Yet, unlike other critical traditions in education research, equity-oriented CS research has largely failed to interrogate the sociopolitical context of CS education. To move toward a justice-centered approach to equity, Vakil argues, we must simultaneously attend to at least three features of CS education: the content of curriculum, the design of learning environments, and the politics and purposes of CS education reform. While there are many avenues of critical inquiry within and across each of these topics, the focus in this essay is on the role of ethics in the curriculum, the role of identity in CS learning environments, and the significance of a clear political vision for CS education.
Publisher: Cambridge: Harvard Education Publishing Group
Language: English
Identifier: ISSN: 0017-8055
EISSN: 1943-5045
DOI: 10.17763/1943-5045-88.1.26
Source: ProQuest One Psychology
Education Resources Information Center (ERIC)
ProQuest Central

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Ethics, Identity, and Political Vision: Toward a Justice-Centered Approach to Equity in Computer Science Education

Copyright Harvard Educational Review Spring 2018 ;ISSN: 0017-8055 ;EISSN: 1943-5045 ;DOI: 10.17763/1943-5045-88.1.26

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