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Cultural Constructionism: an Indigenous Computing Experience CULTURAL CONSTRUCTIONISM: AN INDIGENOUS COMPUTING EXPERIENCE By CALVIN COOLIDGE POHAWPATCHOKO JR. B.S. CS/IT, SOUTHERN NAZARENE, 1985 M.S. OBJECT ORIENTATED LANGUAGE, REGIS UNIVERSITY, 2004 A thesis submitted to the Faculty of the Graduate School of the University of Colorado Boulder in partial fulfillment of the requirement for the degree of Doctor of Philosophy College of Engineering and Applied Science ATLAS Institute 2018 This thesis entitled: Cultural Constructionism: An Indigenous Computing Experience written by Calvin Coolidge Pohawpatchoko Jr. has been approved for the ATLAS Institute ______________________________________ Clayton H. Lewis, Ph.D. (Chair) ______________________________________ Sarah Hug, Ph.D. ______________________________________ Mark Gross, Ph.D. ______________________________________ Joseph Polman, Ph.D. ______________________________________ Robert Whitman, Ph.D. Date_______________________ The final copy of this thesis has been examined by the signatories, and we find that both the content and the form meet acceptable presentation standards of scholarly work in the above discipline. IRB protocol #16-371 ii ABSTRACT Calvin Coolidge Pohawpatchoko Jr. (Ph.D., Technology, Media, and Society; ATLAS Institute) Cultural Constructionism: An Indigenous Computing Experience Directed by Professor Clayton H. Lewis This dissertation is a semi-longitudinal investigation of the design, application and evaluation of a novel abstraction of two learning theories - William Demmert, Culture-Based Education and Seymour Papert, Constructionism, to form “Cultural Constructionism.” This study was driven by an interest to explore the linkage between cultural history and computing history and how they interplay in mind, culture, history and activity, in an effort to understand why there are so few Indigenous students in computing. This study investigates the potential of a learning theory that responds to Indigenous culture to support learning activities that can increase interest in the computing sciences. The theory was used to guide the design of a computing workshop and to test the application of the theory in an intervention. The workshop provided the opportunity to observe and investigate its effects upon ten Indigenous high school students, who participated during the summer of 2010. The students’ responses from discussion sessions that formed part of the workshop and during interviews at the end of the workshop were recorded. The ten iii students were tracked between 2010 and 2015 to observe their choices for further education. During the passage of time, one student did choose computing as a subject of study. In 2015 four of the students agreed to be interviewed, later one declined to allow his responses to be used in this research. These interviews contain the students’ reflections on the effects of workshop, and their views on the matters discussed during the workshop. The results suggest that the Cultural Constructionism theory is useful in structuring educational activities in computing for Indigenous students. It shine a light on many challenges in the lives of Indigenous students, and suggest that the workshop had value for the participants in responding to these challenges beyond providing knowledge of computing. iv DEDICATION To My Father: for providing an education you never had To My Mother: for providing a sense of adventure and exploration Your lives ended too soon v ACKNOWLEDGEMENTS First, I would like to thank God and his Son Jesus for open doors and providing great people in my life. Trudy, my wife, companion and without her love, her patience, my best supporter, confidant, friend, proof reader and listener, the best person to spend the remaining life with until we meet again in eternity, for allowing a sabbatical to complete this chapter in our lives. Clayton Lewis, this would not be possible for his patience, wisdom that I should have listened to, guidance and especially his willingness and work to be the editor, making me sound much better than I really am. I am deeply, deeply, indebted to him. Jerry Lassos, a co-teacher, willing participant in this research who became a friend, a willing ear and many encouraging words through my ups and downs on this journey. The Museum Scientists and staff, Chip Colwell Ph.D., Steve Nash Ph.D., Ka Chun Yu Ph.D., Moe Shirley, Carla Bradmon and Jamie Powell. Jamie was the museum college student intern and co-teacher, and now finishing up her Ph.D. The Denver Public School Educational Technology Department for software for the students’ laptops and loan of Matthew Woolum for videoing and video equipment used in this study. Sena Harjo, her assistance during the workshop. NSF GK-12 and NSF I3 project for fellowship and funding. Revi Sterling, an ATLAS pioneer, providing positive, guiding words and friendship; Leslie Dodson, providing a willing ear and friendship; and John Bennett, Director, ATLAS, at time of entry in the program, for taking a chance on me. My committee members in the background who were vi wondering if I’ll every finish, Sarah Hug, Mark Gross, Joseph Polman and Robert Whitman. Last, but not the least, the students who participated in the workshop and the three in this study. One other I need to note – Dr. Joe Kinzer, my first Computer Science teacher who did not give up on me when I was a green freshman struggling in CS. vii TABLE OF CONTENT Chapter 1 ....................................................................................................................................... 1 1.1 Hypotheses and Research Questions .................................................................. 5 1.2 Overview of the Dissertation ............................................................................... 6 Chapter 2 ....................................................................................................................................... 7 2.1. Underrepresentation............................................................................................. 7 2.2 The Computing Education Pipeline .................................................................. 10 2.3 History ................................................................................................................... 14 2.3.1 Attitudes towards Education ...................................................................... 15 2.3.2 History of Indigenous Education ............................................................... 17 2.3.2.1 History Prior to 1492 .............................................................................. 18 2.3.2.2 History from 1500 to 1900 ..................................................................... 19 2.3.2.3 History from 1900 .................................................................................. 22 2.4 Present Effects of Cultural History .................................................................... 25 2.5 Computing Education: Indigenous history ...................................................... 29 2.5.1 1970’s ............................................................................................................... 31 2.5.2 1980’s ............................................................................................................... 33 2.5.3 1990’s ............................................................................................................... 34 viii 2.5.4 2000’s ............................................................................................................... 37 2.5.5 2010’s ............................................................................................................... 43 Chapter 3 ..................................................................................................................................... 47 3.1 Introduction .......................................................................................................... 47 3.2 Theoretical Aims .................................................................................................. 49 3.3 Theory Divide ....................................................................................................... 51 3.4 Theory Abstraction and Inheritance ................................................................. 54 3.5 Theoretical Genealogy ......................................................................................... 59 3.6 Culture-Based Education .................................................................................... 64 3.7 Culture-Based Education and Constructionism .............................................. 66 3.8 Defining Cultural Constructionism ................................................................... 67 Chapter 4 ..................................................................................................................................... 69 4.1 Background ........................................................................................................... 69 4.2 Curriculum Development ................................................................................... 70 4.3 Indigenous Issues ................................................................................................. 73 4.4 Participants ........................................................................................................... 73 4.4.1 Teachers .......................................................................................................... 73 4.4.2 Students .........................................................................................................
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