DOI
10.26716/jcsi.2020.03.2.1
Abstract
In this position paper, we advocate for the use of equity-focused teaching and learning as an essential practice within computer science classrooms. We provide an overview of the theoretical underpinnings of various equity pedagogies (Banks & Banks, 1995), such as culturally relevant pedagogy (Ladson-Billings, 1995, 2006) and share how they have been utilized in CS classrooms. First, we provide a brief history of CS education and issues of equity within public schools in the United States. In sharing our definition of equity, along with our rationale for how and why these strategies can be taken up in computer science (CS) learning environments, we demonstrate how researchers and educators can shift the focus from access and achievement to social justice. After explaining the differences between the relevant theoretical frameworks, we provide practical examples from research of how both practitioners and researchers might use and/or examine equity-focused teaching practices. Resources for further learning are also included.
Publication Date
11-25-2020
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 License.
Recommended Citation
Madkins, T. C., Howard, N. R., & Freed, N. (2020). Engaging Equity Pedagogies in Computer Science Learning Environments. Journal of Computer Science Integration, 3(2), 1-27. https://doi.org/10.26716/jcsi.2020.03.2.1
Included in
Curriculum and Instruction Commons, Educational Technology Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Science and Mathematics Education Commons, Secondary Education and Teaching Commons, Social and Philosophical Foundations of Education Commons