Use named community strengths — kinship, hopes and dreams for the future, grit and resistance to injustice — as scaffolds in K-8 CS/CT instruction¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The panel poses a focal discussion question asking how Appalachian strengths like "kinship," "ability to maintain hopes and dreams f or the future," "grit and ability to resist injustice" support in K-8 CS/CT education in KY Appalachia, and conversely how K-8 CS/CT education might further amplify these strengths. This bidirectional question offers a concrete discussion protocol for educators designing culturally grounded computing instruction.

Design Implications¶

Context¶

Requirements¶

• Educators need knowledge of their own community's named strengths and cultural resources to pose and pursue this question

Constraints¶

• The strategy is framed around Appalachian strengths and has not been tested in the article

Target Learners¶

• K-8 students in Kentucky Appalachia

Target Learning Goals¶

• Computational thinking and computer science engagement

Affordances¶

• Community Cultural Wealth Framework Yosso

Related Strategies¶

• Connect computer science learning to Appalachian ingenuity and community identity to move it from novelty to change
• Panel protocol: open with community cultural resources, then moderated discussion connecting community assets to computing education

Examples¶

-

Key Sources¶

• Iwatani, E., Tackett, T., Tackett, K., Arnett, N., & May, P. (2021). Leveraging Community Cultural Wealth to Support K-8 CT Education in Kentucky Appalachia. IEEE. https://digitalpromise.dspacedirect.org/items/327e7ce2-ba5e-4ea9-8847-aeda3b061c25. doi:10.1109/respect51740.2021.9620610