Computer science (CS) education finds itself at a pivotal moment to reckon with what it means to accept, use, and create technologies, with the continued recruitment of minoritized students into the field. In this paper, we build on the oral traditions of educating with stories, and take the reader on two journeys. We begin with a story that leads us in thinking about where computer science educa- tion is, in the wake of slavery, under the New Jim Code. Within a BlackCrit framework, we shake the grounds of the computer science field, where technologies are often promoted as objective, but

In a national moment of political tumult and violence directed at immigrants, people of color, and other marginalized groups, our education systems need new strategies to mean- ingfully engage families and communities in ensuring equitable learning for our youth. Not only do families and communities bring historical and lived knowledge about how to persist through these challenges, they can also bring critical expertise in how to advance educational justice and community well-being. In these difficult times, or perhaps because of them, we have found evidence of justice-based approaches to

Much of the research that focuses on the academic success of Black youth in urban science education does not consider the provision of tools that educators can use in becoming more effective. This article discusses this issue, and introduces an approach to pedagogy-reality pedagogy-which includes five distinct types of practices (the 5 C's) which teachers can implement in their classrooms to facilitate effective science instruction. I describe the 5 C's of reality pedagogy; discuss ways they can be implemented; and show how they can both support the effectiveness of urban science teachers and

Despite the increasing number of women receiving bachelor’s degrees in computing (i.e., Computer Science, Computer Engineering, Information Technology, etc.), a closer look reveals that the percentage of Black women in computing has significantly dropped in recent years, highlighting the underrepresentation of Black women and its negative impact on broadening participation in the field of computing. The literature reveals that several K-16 interventions have been designed to increase the representation of Black women and girls in computing. Despite these best efforts, the needle seems to have

Background: Scholarship demonstrates that Black girls’ capacities to imagine possible futures in comput- ing are constrained by narratives of white masculinity and misogynoir embedded within computing. Building on race critical code studies and identity-as-narrative theories, we examine restorying through Black woma- nist storytelling methodologies for integrating Black girls’ intersectional identities when designing and reim- agining their computing futures. We ask: How might womanist storytelling methods support one Black girl in restorying possible computing futures? Methods: We present a

Gloria Ladson-Billings provides a perceptive and interesting account of what is needed to prepare novice teachers to be successful with all students in our multicultural society. This book is must reading for all those entering the profession ofteaching today and for those who prepare them for this important work."--Ken Zeichner, associate dean and professor of curriculum and instruction, School of Education, University of Wisconsin-Madison" The multiple voices in Gloria Ladson-Billings's book are compelling, provocative, and insightful-they provide a powerful 'insider' perspective on what it

Women use technology to mediate numerous aspects of their lives, yet women of color are grossly underrepresented in the fields of computer science and engineering. Decisions about participation in STEM are frequently made prior to high school, and these decisions are impacted by prior experience, confidence, and sense of fit with community. The Digital Youth Divas (DYD) is an out-of-school program that uses narrative stories to launch the creation of digital artifacts and support non-dominant middle school girls' STEM interests and identities through virtual and real-world community. This

A resurgence of Indigenous political cultures, governances and nation-building requires generations of Indigenous peoples to grow up intimately and strongly connected to our homelands, immersed in our languages and spiritualities, and embodying our traditions of agency, leadership, decision-making and diplomacy. This requires a radical break from state education systems – systems that are primarily designed to produce communities of individuals willing to uphold settler colonialism. This paper uses Nishnaabeg stories to advocate for a reclamation of land as pedagogy, both as process and

In this article we expand on ideas of making and maker spaces to develop Indigenous making and sharing. We draw from an ArtScience participatory design project that involved Indigenous youth, families, community artists, and scientists in a summer Indigenous STEAM program designed to cultivate social and ecologically just nature-culture relations grounded in Indigenous ways of knowing, being, and making. In this article we focus specifically on clay making and the ways in which onto-epistemic heterogeneity can be engaged to create transformative maker spaces. We present findings from an