Becoming Technosocial Change Agents: Intersectionality and Culturally Responsive Pedagogies as Vital Resources for Increasing Girls' Participation in Computing.
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 iden...
| Publicado en: | Anthropology & Education Quarterly Vol. 48; no. 3; pp. 233 - 252 |
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| Autores principales: | , , |
| Formato: | Artículo |
| Publicado: |
Wiley-Blackwell
Sep2017
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| Sumario: | 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. |
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