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The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the…
The purpose of this paper is to explore the designed cultural ecology of a hip-hop and computational science, technology, engineering, and mathematics (STEM) camp and the ways in which that ecology contributed to culturally sustaining learning experiences for middle school youth. In using the principles of hip-hop as a CSP for design, the authors question how and what practices were supported or emerged and how they became resources for youth engagement in the space.
The overall methodology was design research. Through interpretive analysis, it uses an example of four Black girls participating in the camp as they build a computer-controlled DJ battle station.
Through a close examination of youth interactions in the designed environment – looking at their communication, spatial arrangements, choices and uses of materials and tools during collaborative project work – the authors show how a learning ecology, designed based on hip-hop and computational practices and shaped by the history and practices of the dance center where the program was held, provided access to ideational, relational, spatial and material resources that became relevant to learning through computational making. The authors also show how youth engagement in the hip-hop computational making learning ecology allowed practices to emerge that led to expansive learning experiences that redefine what it means to engage in computing.
Implications include how such ecologies might arrange relations of ideas, tools, materials, space and people to support learning and positive identity development.
Supporting culturally sustaining computational STEM pedagogies, the article argues two original points in informal youth learning 1) an expanded definition of computing based on making grammars and the cultural practices of hip-hop, and 2) attention to cultural ecologies in designing and understanding computational STEM learning environments.
This introductory chapter frames the discussion of Black female teachers, and centers their experiences as the sole site for discussion and analysis. In addition, this…
This introductory chapter frames the discussion of Black female teachers, and centers their experiences as the sole site for discussion and analysis. In addition, this chapter provides an overview of the three sections of the book and the corresponding chapters. Within the pages of this volume, contributing authors discuss the historical and contemporary landscapes of Black female teachers, examine the underrepresentation of Black women in the US teacher workforce, as well as discuss innovative strategies to increase the recruitment and retention of Black female teachers in PK-12 classrooms. Ultimately, this chapter provides insight into the salience of Black female teachers in the diversification of the US teacher workforce. Moreover, highlighting implications and recommendations for a variety of educational stakeholders.
Prior to Brown v. Board of Education 1954, Black female educators played a significant and vital role in segregated schools. Despite Black female teachers’ historic…
Prior to Brown v. Board of Education 1954, Black female educators played a significant and vital role in segregated schools. Despite Black female teachers’ historic presence in the field of education, presently Black female teachers are disproportionately under-represented in the US teacher workforce. Acknowledging the shortage of Black female teachers in K-12 classrooms, the purpose of this qualitative study is to explore why Black female educators teach in under-resourced, urban schools. By examining Black female educators’ initial draw to urban schools in what we conceptualized as the urban factor, we hope to reframe the implicit biases surrounding under-resourced, urban schools as less desirable workplaces and unearth reasons why those Black female teachers who enter teaching gravitate more toward urban schools. Three themes emerged about Black female teachers’ thoughts on and preference for urban schools with an unexpected finding about Black female teachers’ perceptions of student behavior. Concluding, recommendations are offered for policy and practice.
The purpose of this chapter is to propose a new direction in ethnographic research in education through the emergence of critical presence ethnography (CPE). Through a…
The purpose of this chapter is to propose a new direction in ethnographic research in education through the emergence of critical presence ethnography (CPE). Through a review of the evolution of the field of ethnography as well as the positionality of the self as ethnographer, this chapter illuminates the ways in which critical ethnographic commitments and critical reflexivity can support a critical presence perspective that captures the ways in which the researcher impacts the internal epistemology and ontology of the research environment. This chapter is a conceptual chapter and does not include a specific research design, methods, or approaches. As a conceptual piece, there are no clear-cut findings, however a review of the extant literature concerning the field of ethnography is presented as well as the roles, opportunities, and tensions that ethnographers experience in the field. Based on the authors’ ethnographic work in the field, they employ a CPE to capture the ripples of self in the research context.
The limitations of this work are that it is only presented in its conceptual form and has not been implemented nor tested in the field. As such, the implications of this work are that it be further developed and operationalized in the field of ethnography. Upon implementation and in depth testing, CPE may have the potential to positively impact the way in which education ethnographers manage researcher identity, conceptions of the self, and researcher bias within a given context. This chapter builds upon a strong body of literature concerning ethnography and critical ethnography in education. Using these processes of ethnography and the ways in which the positionality of the ethnographic researcher have been conceptualized and operationalized in the extant ethnographic literature, our work seeks to provide a way in which the ethnographer can measure his or her impact on the given context. Although infant in our conceptualization, we aspire to contribute to the conversation about ethnography, researcher positionality, and context.