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“I’ve Always Been Scared That Someday I’m Going to Sell Out”: Exploring the relationship between Political Identity and Learning in Computer Science Education
Cognition and Instruction ( IF 3.356 ) Pub Date : 2020-02-26 , DOI: 10.1080/07370008.2020.1730374
Sepehr Vakil 1
Affiliation  

Abstract

While academic, cultural, and racial identities have been important concepts in sociocultural theories of learning and development, less attention has been given to political identity. Research on political identities in education tends to be limited to critical pedagogy or civic education contexts, leaving unexamined the role of political identity in supposedly neutral settings, like a computer science (CS) classroom. In this study I offer a conceptual framework that draws on theories of political identity and sociocultural theories of learning to illuminate a process I call disciplinary values interpretation—a process by which students reflect on the values of a disciplinary domain, as well as who they are and might become in relation to the domain. I then operationalize the framework by analyzing the ways in which students’ political identities interacted with their learning processes in a social design experiment conducted in collaboration with a high school teacher in a Computer Science and Technology academy of a large urban high school. Through case studies of two 10th grade students, Stacey and Lupe, I argue that the opportunity to design socially relevant technology provided new resources for disciplinary values interpretation, and had significant implications for how students came to view their own political identities and futures within the discipline of CS. This research has implications for ethical/political theories of learning and also contributes to enduring questions about identification and inequality in education.



中文翻译:

“我总是害怕有一天我要卖光了”:探索计算机科学教育中的政治认同与学习之间的关系

摘要

尽管学术,文化和种族认同是学习和发展的社会文化理论中的重要概念,但对政治认同的关注却很少。对教育中政治身份的研究往往仅限于批判性教学法或公民教育背景,而对于诸如计算机科学(CS)教室之类的所谓中立环境,政治身份的作用却没有得到检验。在这项研究中,我提供了一个概念框架,该框架借鉴了政治认同理论和学习的社会文化理论,以阐明我称之为学科价值解释的过程。—一个过程,学生可以通过该过程来反思学科领域的价值,以及他们与该领域相关的人以及可能成为的人。然后,我通过与大型城市高中计算机科学与技术学院的一名高中老师合作进行的社会设计实验,分析了学生的政治身份与学习过程的互动方式,从而对该框架进行了操作。通过对两名10年级学生Stacey和Lupe的案例研究,我认为设计社会相关技术的机会为学科价值观的诠释提供了新资源,并且对学生如何看待学科内部的政治身份和未来产生了重大影响的CS。

更新日期:2020-02-26
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