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|Title:||Supporting Critical CS Identity in an Anti-Colonial Video Game|
|Keywords:||Learning and Identity|
|Publisher:||International Society of the Learning Sciences (ISLS)|
|Citation:||Roberto, C. (2020). Supporting Critical CS Identity in an Anti-Colonial Video Game. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 2 (pp. 889-890). Nashville, Tennessee: International Society of the Learning Sciences.|
|Abstract:||This paper explores how the design of the video game Guaiya Means Love could support critical computer science (CS) identity development through identity positioning (Gresalfi & Hand, 2019) and double binds (Gutiérrez et al., 2019). The combination of two mechanics - make choices in anti-colonial story and hack the game’s source code - affords a fertile landscape for youth to develop their stance around political dimensions of computation and start to imagine themselves as critical, computational, anti-oppression actors.|
|Appears in Collections:||ICLS 2020|
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