ABSTRACT

Background

We outline a case for how the Learning Sciences is at a powerful inflection point where the “real world” needs to be seen as comprised of the political entities and processes in which learning happens. We seek to sharpen the principle that learning is political by elucidating historical and contemporary processes of European and U.S. imperialism that remain foundational to our field and by developing the argument that theories of learning are theories of society.

Methods

Through a contrapuntal approach, which emphasizes a critical lens to analyze empire, we juxtapose notions of authentic practice in computing education with scholarship in sociology that brings the lives of tech industry immigrant workers to the fore.

Findings

Our analysis reveals how the social construction of disciplinary and professional expertise in computing is intricately interwoven with historically persistent patterns of the appropriation of the lives and labor of endarkened people through systems of transnational migration and institutional forms of racial segregation.

Contribution

A contrapuntal lens in the Learning Sciences prompts our field to embrace the necessary uncertainties and the theoretical and methodological possibilities that emerge when sites of learning and learning itself are recognized as political and as contestations of empire.

中文翻译：

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作为社会理论的学习理论：在计算中扩大学科真实性的对立方法

摘要

背景

我们概述了一个案例，说明学习科学如何处在一个强大的拐点上，在这个拐点上，“现实世界”应被视为由学习发生的政治实体和过程组成。通过阐明仍然是我们领域基础的欧美帝国主义的历史和当代进程，并通过发展学习理论是社会理论的论点，我们试图强化学习是政治的原则。

方法

通过强调对帝国进行分析的关键视角的对立方法，我们将计算机教育中的真实实践与社会学奖学金并置在一起，从而使科技行业移民工人的生活脱颖而出。

发现

我们的分析表明，计算机学科和专业知识的社会建设是如何通过跨国移民制度和种族隔离制度，错综复杂地历史化地剥夺了边吃边吃的人的生活和劳动的方式。

贡献

学习科学中的对立透镜促使我们的领域包含必要的不确定性，以及当学习和学习本身被视为政治和帝国对立时出现的理论和方法上的可能性。