Disrupting Colorblind Teacher Education in Computer Science

Autor/inn/en	Goode, Joanna; Johnson, Stephany Runninghawk; Sundstrom, Krystal
Titel	Disrupting Colorblind Teacher Education in Computer Science
Quelle	In: Professional Development in Education, 46 (2020) 2, S.354-367 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1941-5257
DOI	10.1080/19415257.2018.1550102
Schlagwörter	Computer Science Education; Culturally Relevant Education; Equal Education; Teacher Attitudes; Race; Professional Development; Workshops; Critical Theory; Dialogs (Language); High School Students; Racial Bias; Minority Group Teachers; Whites; Program Length; Program Effectiveness; Student Diversity; Inclusion + Suchen Sie Ihr Suchwort? Computer science lessons; Informatikunterricht; Lehrerverhalten; Rasse; Abstammung; Lernwerkstatt; Schulung; Kritische Theorie; Dialog; Dialogs; Dialogue; Dialogues; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Racial discrimination; Rassismus; White; Weißer; Inklusion
Abstract	As new efforts seek to expand computer science education across the globe, there has been a widespread effort to prepare school teachers for teaching computer science to culturally and racially diverse students. This effort to center diversity and equity is notable as computer science courses are typically homogenous in terms of race and gender, making the need to center diversity in teacher education spaces. This paper reports on an ethnographic study in the United States that describes how teachers dialogue around issues of race and computer science education in a residential week-long professional development workshop. Drawing from the dialogue of a geographically, racially, and culturally diverse group of teachers, this article describes how teachers evade, deflect, center, and reflect on racially explicit discourse around teaching computer science. Grounded in vignettes from two teacher classrooms, this research study considers how culturally responsive computing and critical race theory can illuminate the ways in which teachers discuss race and culture in computer science professional learning environments. The study's findings demonstrate features of long-term professional preparation that can surface colorblind ideologies and help teachers move toward a culturally responsive pedagogy to teaching computer science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01