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 ...

中文翻译：

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伦理，身份和政治视野：在计算机科学教育中寻求以正义为中心的公平方法

在这篇文章中，Sepehr Vakil认为，要在计算机科学（CS）教育中实现以正义为中心的公平方法，就必须更认真地与教育研究中的批判传统进行互动。在美国，随着CS迅速崛起为K-12公共教育的独特特征，扩大CS教育的呼声通常与公平和多样性问题有关，这些问题涉及扩大女孩入学率以及历来代表性不足的有色学生的数量。但是，与教育研究中的其他批判传统不同，以权益为导向的CS研究在很大程度上未能询问CS教育的社会政治背景。Vakil指出，要朝着以正义为中心的公平方法，我们必须同时参与CS教育的至少三个特征：课程内容，学习环境设计，以及CS教育改革的政治和目的。尽管在每个主题内和跨主题有很多批判性询问的途径，但本文的重点是...