A Critical Pedagogy Approach for Engaging Urban Youth in Mobile App Development in an After-School Program

Autor/in	Vakil, Sepehr
Titel	A Critical Pedagogy Approach for Engaging Urban Youth in Mobile App Development in an After-School Program
Quelle	In: Equity & Excellence in Education, 47 (2014) 1, S.31-45 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1066-5684
Schlagwörter	Access to Computers; Disadvantaged; Critical Theory; Urban Youth; After School Programs; Handheld Devices; Computer Oriented Programs; Learner Engagement; Outreach Programs; STEM Education; High School Students; Computer Science Education; Student Participation; Social Justice; California + Suchen Sie Ihr Suchwort? Kritische Theorie; Urban area; Urban areas; Youth; Stadtregion; Stadt; Jugend; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Computerprogramm; Jobcoaching; STEM; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Computer science lessons; Informatikunterricht; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Soziale Gerechtigkeit; Kalifornien
Abstract	To understand the digital divide as a matter of social justice, I identify access to computational fluency as a civil rights issue. "Access" refers to material as well as social resources, including meaningful learning opportunities that create the conditions for urban youth to engage in computational thinking. In this article, I explore how a critical pedagogical approach facilitates the engagement of urban youth in a mobile app development project within an after-school program. Drawing on field notes and video data over a semester-long project, I provide qualitative reflections on student engagement using the theoretical perspective of situated cognition. Findings reveal that the affordances of critical pedagogy for student engagement include the opportunity to situate computational activity within a sociopolitical context, as well as an allowance for multiple pathways into meaningful participation. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10