Literaturnachweis - Detailanzeige
| Autor/inn/en | Ashcraft, Catherine; Eger, Elizabeth K.; Scott, Kimberly A. |
|---|---|
| Titel | Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls' Participation in Computing |
| Quelle | In: Anthropology & Education Quarterly, 48 (2017) 3, S.233-251 (19 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0161-7761 |
| DOI | 10.1111/aeq.12197 |
| Schlagwörter | Ethnography; Change Agents; Culturally Relevant Education; Anthropology; Self Concept; Females; Program Descriptions; Computer Science Education; Teaching Methods |
| Abstract | Drawing from our two-year ethnography, we juxtapose the experiences of two cohorts in one culturally responsive computing program, examining how the program fostered girls' emerging identities as technosocial change agents. In presenting this in-depth and up-close exploration, we simultaneously identify conditions that both facilitated and limited the program's potential. Ultimately, we illustrate how these findings can enhance anthropological research and practice in youth identity, culturally responsive pedagogies, and computing education. (As Provided). |
| Anmerkungen | Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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