PsychNology Journal, Volume 11, Number 1, 91 – 112
Critical Ancestral Computing: A Culturally Relevant Computer Science Education
Cueponcaxochitl Dianna Moreno Sandoval
UCLA - Graduate School of Education and Information Studies, United States
At first glance ancestral knowledge and computer science appear incompatible. Critical ancestral computing—socio-cultural and historical ecosystem approaches to solve complex problems—as an epistemological center for computer science education opens a pathway of critical consciousness, academic success and cultural relevance (Ladson-Billings, 2009). Weaving both disciplines to build a tapestry of critical ancestral computing in urban computer science education sets a stage for social transformation of present-day colonialism (Orelus, 2012). Critical ancestral computing feeds 1) a socio-historical learning context, 2) positive cultural academic identity formations, and 3) advocacy approaches that link engagement with society as individual and collective action by interrupting neocolonialism and prioritizing the health of social and environmental well-being.
KEYWORDS: critical ancestral computing, indigenous epistemology, critical theory, culturally relevant and responsive pedagogy, computer science education, Mesoamerica, urban education, decolonial scholarship
Moreno Sandoval C. D. (2013). Critical Ancestral Computing: A Culturally Relevant Computer Science Education. PsychNology Journal, 11(1), 91 - 112. Retrieved [month] [day], [year], from www.psychnology.org.
Download Full Text (.pdf)
Return to PsychNology Journal Volume 11, Number 1