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Abolitionist Computer Science Teaching: Moving from Access to Justice

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Abolitionist Computer Science Teaching: Moving from Access to Justice Abolitionist Computer Science Teaching: Moving from Access to Justice Allison Ivey Stephany RunningHawk Johnson Max Skorodinsky Jimmy Snyder Department of Education Studies Member of Oglala Lakota Nation Department of Education Studies Kickapoo Tribe of Kansas University of Oregon Department of Teaching and University of Oregon Department of Education Studies Eugene, USA Learning Eugene, USA University of Oregon [email protected] Washington State University [email protected] Eugene, USA Pullman, USA [email protected] [email protected] Joanna Goode Department of Education Studies University of Oregon Eugene, USA [email protected] Abstract —As high school computer science course offerings what takes place in the classroom beyond the initial level of have expanded over the past decade, gaps in race and gender have access. While this concern has been continually raised by remained. This study embraces the “All” in the “CS for All” scholars, [5, 6] much of the conversation, centered around the movement by shifting beyond access and toward abolitionist “CS for All” movement [7, 8] has been focused on notions of computer science teaching. Using data from professional equity in terms of access to, and participation in, existing development observations and interviews, we lift the voices of classes [9, 10], without taking into account the pedagogical BIPOC CS teachers and bring together tenets put forth by Love commitments being centered. (2019) for abolitionist teaching along with how these tenets map onto the work occurring in CS classrooms. Our findings indicate Given the current sociopolitical context, the importance of BIPOC teacher representation in CS classrooms reconceptualizing the field of CS to intentionally consider and ways abolitionist teaching tenets can inform educator’s efforts equity through understanding and dismantling racism is vital at moving beyond broadening participation and toward radical if we are to remedy the historical and persisting gaps in inclusion, educational freedom, and self-determination, for ALL. representation and the apolitical notions of the field [14]; if (Abstract ) we are to move away from access and toward justice. Therefore, within the scope of this paper, we aim to Keywords— computer science teaching, social justice, understand how we might turn our attention past the naive and abolitionist teaching, critical computer science pedagogies ineffective promises of CS access in order to think about how I. PURPOSE to reconceptualize CS as a field that truly embraces the “All” in the “CS for All” movement. We do this to consider the In the past decade, computer science education (CS) has following research areas of inquiry : 1) the values that CS become infused in schools across the United States, and yet, teachers bring with them into their classrooms; 2) the there are severe and persistent gaps in access, participation, and limits of a field that lacks both representation of BIPOC achievement in computer science learning experiences. In fact, teachers and a consistent commitment to anti-racism; and CS has one of the most pronounced racial participation gaps of 3) the possibilities that are found in centering the work and any subject in high school, in terms of enrollment and commitments of BIPOC CS teachers. achievement [1], a gap that continues to become more pronounced in college [2] and in industry professions [3]. This II. THEORETICAL FRAMEWORK racial gap, however, extends beyond the students who are Within the field of CS education, the move toward access for granted access to CS courses to also include the teachers in these all students, while beneficial in opening pathways for some who classrooms. A recent study found that Black teachers comprised have been traditionally excluded from CS learning, does not 3% of high school CS teachers, Latinx teachers comprised 8% necessarily provide, nor ensure, genuine equity. In order to truly of these teachers, and American Indian and Alaska Native do the work of equity, we need to center anti-racism within the teachers comprised 2% of these teachers [4]. curriculum; a centering that has historically been absent within In this context, and with CS continuing to become a core CS public school classrooms with few curricular exceptions. subject within high school curricula all across the United Further, researchers have asserted the necessity for CS States, there is much to do with respect to equitable pedagogies to center critical literacies, examine power relations, educational practices and pedagogy; not only regarding the and make salient the sociocultural and political context in which notion of access to CS courses but also a consideration of CS is situated, in an effort to be truly inclusive of minoritized 978-1-6654-4905-2/21/$31.00 ©2021 IEEE groups [5, 6, 11, 12, 13]. Even with these conclusions in mind, and colorblind rhetoric, allowing computing education research the literature, research, and curriculum within the field of CS to benefit from a richer understanding of the enactment of anti- predominately centers a Eurocentric perspective with little racist teaching. attention paid to the teachers (or students) who exist outside of the mythical computing identity norm [15] of white, middle III. METHODS class, and male. The gathering of, and learning from, teachers took place over While many would argue that these trends are the very a two-year period and was centered around two subsequent foundation of schooling in general, it is especially prevalent summer residential sessions of the ECS (Exploring Computer within the field of CS as white men tend to dominate this space Science) professional development. This space brought together both within education and industry [2, 16]. This positions many a diverse group of teachers from different regions of the United teachers in classrooms within an educational system committed States. The data for this study was gathered over this two-year to maintaining that education is, and should be, apolitical and period and included participant observations and interviews with neutral. Teachers are often asked to be “colorblind” and treat all BIPOC-identifying teachers during their second summer of students the same, rather than engage in conversations that participation after their first year teaching the course. Participant disentangle differences and barriers to success. Teachers are observation notes were taken by the co-authors as we observed often expected to maintain their classrooms as neutral places the professional development sessions. Field notes were then while avoiding conflict which could potentially promote growth coded according to themes discussed by Love [24] as tenets of or new ways of thinking. abolitionist teaching which included: mattering is essential, moving past gimmicks, refusing to take part in zero tolerance When framing the goal of “CS for All” as merely access, policies, calling out deficit perspectives, and acknowledging many students of color find themselves in CS classroom spaces historical and systemic injustice. Interview data was similarly where teachers predominately engage in colorblind rhetoric, a coded with a collaborative and iterative coding process to ensure form of systemic violence which minimizes and erases their interrater reliability. It is important to note that these histories and lived experiences [17, 18]. Colorblind rhetoric is a conversations took place on the periphery of the main missed opportunity for learning and growth for all students in professional development, during breakfasts, lunches, and after the classroom, and thus serves as a barrier to moving toward workshop sessions. equity, which we argue is the first step toward anti-racist and ultimately abolitionist teaching. While efforts to support As we engaged with the methods of research, we wrestled culturally diverse groups of students through curricula and (and continue to wrestle) with how we might approach this work pedagogies are taken up within culturally responsive given our positionality as non-Black researchers grappling with frameworks, these theoretical approaches do not always what it means to do abolitionist research. Our positionality and explicitly center anti-racism as a core tenet. Therefore, we find the importance of centering BIPOC voices in a respectful and that the framework of abolitionist teaching, which urges us to authentic manner is central to our research inquiry both within grapple with racism at the very root of schooling systems, helps our theoretical framework and our research methods. to make central the difficult work of dismantling the underlying IV. DATA SOURCES systems that cause persistent exclusion from CS. A total of 153 CS teachers participated in the PD in summer Abolitionist educator Love describes abolitionist teaching as of 2018 and/or 2019, each of whom worked at a school that had “tr[ying] to restore humanity for kids in schools [arguing that] committed to teach Exploring Computer Science the year abolitionist teachers are willing to put their reputation, home, following the summer professional development. As the purpose and lives on the line for other people’s children.” Love goes on of this paper is to think intentionally about what it might look to frame this way of teaching and being as the choice to “engage like to move beyond neutral notions of CS - away from access in the struggle for educational justice” [19, p. 11] through a and toward justice, and to position abolitionist CS teaching as variety of means including a
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