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Counter-hegemonic Computing: Toward Computer Science Education for Value Generation and Emancipation

Authors:

Audrey Bennett,

William Babbitt,

Michael LachneyAuthors Info & Claims

ACM Transactions on Computing Education (TOCE), Volume 21, Issue 4

Article No.: 29, Pages 1 - 30

https://doi.org/10.1145/3449024

Published: 15 October 2021 Publication History

Abstract

Students’ lives, both in and out of school, are full of different forms of value. Wealthy students enjoy value in the form of financial capital; their fit to hegemonic social practices; excellent health care and so on. Low-income students, especially those from African American, Native American, and Latinx communities, often lack access to those resources. But there are other forms of value that low-income students do possess. Most examples of what we will call Counter-Hegemonic Practice (CHP) in the African American community involve some mixture of Indigenous African heritage, contemporary innovation in the Black community, and other influences. Moving between these value forms and the computing classroom is a non-trivial task, especially if we are to avoid merely using the appearance of culture to attract students. Our objective in this paper is to provide a framework for deeper investigations into the computational potentials for CHP; its potential as a link between education and community development; and a more dignified role for its utilization in the CS classroom. We report on a series of collaborative engagements with CHP, largely focused on African American communities.

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Index Terms

Counter-hegemonic Computing: Toward Computer Science Education for Value Generation and Emancipation
1. Social and professional topics
  1. Professional topics

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cover image ACM Transactions on Computing Education

ACM Transactions on Computing Education Volume 21, Issue 4

December 2021

290 pages

EISSN:1946-6226

DOI:10.1145/3487991

Editor:
Chris Hundhausen
Washington State University, USA

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Publication History

Published: 15 October 2021

Accepted: 01 July 2021

Revised: 01 June 2021

Received: 01 June 2020

Published in TOCE Volume 21, Issue 4

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