Disciplinary authenticity in computing education, as conceived in the Learning Sciences, is predicated on the erasure of endarkened people in computing¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? A contrapuntal reading juxtaposing authenticity-based computing education with sociology of immigrant tech workers shows disciplinary authenticity is racialized, gendered, classed, and marked by language and citizenship. → Philip 2020

Evidence¶

Philip 2020¶

Philip, T., & Sengupta, P. (2020). Theories of Learning as Theories of Society: A Contrapuntal Approach to Expanding Disciplinary Authenticity in Computing. Journal of the Learning Sciences. https://doi.org/10.1080/10508406.2020.1828089

q1 · i? · theoretical · r2

The article's own contrapuntal analysis: authenticity in computing education positions professional practice as politically neutral and limits vision to professionals' work, obscuring "the extraction of labor that necessarily undergirds and defines the reality of these practices."

"When authentic practice, as it is represented in our field, is read alongside the work of Banerjee and her colleague (Banerjee, 2019; Banerjee & Rincon, 2019), it becomes clear the notion of disciplinary authenticity is predicated on the erasure of endarkened people in computing."

Discussion¶

Related Claims¶

• Sociological research reports workplace segregation and coercive labor conditions for immigrant tech workers — a narrower finding that bears on this claim
• Digital skill gaps among U.S. workers are pronounced by race, while over 90 percent of jobs demand digital skills — related
• Black women and participants with intersecting identities report being overlooked, facing microaggressions, and experiencing imposter syndrome in tech spaces — a narrower finding that bears on this claim
• Cognitivism and human-machine interaction emerged from the pragmatic challenges of World War II — related