Computing with Relevance and Purpose: A Review of Culturally Relevant Education in Computing

Authors

  • Jessica Morales-Chicas California State University, Los Angeles
  • Mauricio Castillo California State University, Los Angeles
  • Ireri Bernal California State University, Los Angeles
  • Paloma Ramos California State University, Los Angeles
  • Bianca Guzman California State University, Los Angeles

DOI:

https://doi.org/10.18251/ijme.v21i1.1745

Keywords:

ethnocomputing, culturally responsive computing, culturally responsive teaching, technology, equity

Abstract

The purpose of the present review was to identify culturally responsive education (CRE) tools and strategies within K-12 computing education. A systematic literature review of studies on CRE across 20 years was conducted. A narrative synthesis was applied to code the final studies into six themes: sociopolitical consciousness raising, heritage culture through artifacts, vernacular culture, lived experiences, community connections, and personalization. These common themes in CRE can help empower and attend to the needs of marginalized students in technology education. Furthermore, the review serves as an important overview for researchers and educators attempting to achieve equity in computing education.


Author Biography

Jessica Morales-Chicas, California State University, Los Angeles

Assistant Professor

Department of Child and Family Studies

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Published

2019-03-04

How to Cite

Morales-Chicas, J., Castillo, M., Bernal, I., Ramos, P., & Guzman, B. (2019). Computing with Relevance and Purpose: A Review of Culturally Relevant Education in Computing. International Journal of Multicultural Education, 21(1), 125–155. https://doi.org/10.18251/ijme.v21i1.1745

Issue

Vol. 21 No. 1 (2019): Special Issue-Technology for Equity and Social Justice in Education

Section

2019 Special Issue Articles (Peer-reviewed)