Please use this identifier to cite or link to this item:
|Title:||Charting the Identity Turn in K-12 Computer Science Education: Developing More Inclusive Learning Pathways for Identities|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Shaw, M. & Kafai, Y. (2020). Charting the Identity Turn in K-12 Computer Science Education: Developing More Inclusive Learning Pathways for Identities. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 1 (pp. 114-121). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||While much attention has focused on promoting computational thinking in K-12 CS education, much less attention has been paid to the equally important dimension of what it means to become connected to—or identify with—the discipline. Previous approaches to CS identity have mostly focused on getting students to reveal their identifications in the form of drawings or survey responses. More recent approaches have started to examine narratives, positionings and critical engagement in a field that historically has marginalized large groups of people, especially women and students of color. In this paper, we chart and review this “identity turn” in CS education by drawing on metaphors developed in STEM and literacy studies to review how identity has been framed and researched. In the discussion, we address how a focus on learner identities with computing can contribute towards promoting a richer and more critical understanding of learning and teaching in K-12 CS education.|
|Appears in Collections:||ICLS 2020|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.