Culturally Responsive Computing as Brokerage: Toward Asset Building with Education-Based Social Movements

Autor/in	Lachney, Michael
Titel	Culturally Responsive Computing as Brokerage: Toward Asset Building with Education-Based Social Movements
Quelle	In: Learning, Media and Technology, 42 (2017) 4, S.420-439 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1743-9884
DOI	10.1080/17439884.2016.1211679
Schlagwörter	School Community Relationship; Cultural Relevance; Culturally Relevant Education; Educational Change; Social Change; Family School Relationship; Computer Software; Educational Technology; Technology Uses in Education; Racial Bias; Minority Group Students; Social Bias; Social Justice; Ethnic Stereotypes; Cosmetology; New York (New York) + Suchen Sie Ihr Suchwort? Bildungsreform; Sozialer Wandel; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Racial discrimination; Rassismus; Soziale Gerechtigkeit; National stereotype; Nationales Stereotyp; Schminken
Abstract	Bridging schools and communities has been a goal, if not hurdle, for reformers who aim to improve the education of low-income and underrepresented students from the bottom-up. Strategies to create these connections are often characterized as "brokerage", where individuals or organizations bridge two or more social worlds. This paper details the design and implementation of educational technologies that support the brokering of school-community connections using a "culturally responsive computing" (CRC) framework. Culturally responsive education is often limited to content and learning styles, which misses the opportunities it creates for a brokerage process that also connects to education-based social movements for economic access in underrepresented communities. This paper provides empirical support for the claim that the CRC framework is well suited for both purposes. It allows schools and communities to build assets together, translating the knowledge and skills of underrepresented communities into math and computing education, while illuminating the ways in which technologies can motivate education-based social movement building. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01