research-article

Developing Culturally Sustaining Elementary Computer Science Education with Indigenous Communities: Lessons Learned through a Research-Practice Partnership

Authors:

Kathryn M. Rich,

Joseph P. Wilson,

Heather Cunningham,

McKay PerkinsAuthors Info & Claims

SIGCSE 2024: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1

Pages 1126 - 1132

https://doi.org/10.1145/3626252.3630827

Published: 07 March 2024 Publication History

SIGCSE 2024: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1

Developing Culturally Sustaining Elementary Computer Science Education with Indigenous Communities: Lessons Learned through a Research-Practice Partnership

Pages 1126 - 1132

Abstract
References

Abstract

The Wind River Elementary Computer Science (WRECS) Collaborative is a research-practice partnership (RPP) among three school districts serving Eastern Shoshone and Northern Arapaho communities on the Wind River Reservation, the Wyoming Department of Education (WDE), BootUp Professional Development (BootUp PD), and the American Institutes for Research (AIR). The purpose of the WRECS Collaborative is to develop culturally sustaining elementary computer science (CS) education through integration of CS and Indigenous studies. The Collaborative engaged three cohorts of elementary educators in cycles of professional development, classroom implementation, and group reflection over the 2020-21, 2021-22, and 2022-23 school years. In this experience report, we share a set of reflections and lessons learned as the RPP developed relationships and worked through intersecting priorities, instructional goals, and ways of knowing and learning present within the RPP.

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Digital Library

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Cited By

Yan WAmresh AHovermill JPrescott PStone JYuen TShoop LRebelsky SPrather J(2025)What Could Impact Indigenous-serving Teachers' Computing Integration After A Culturally Responsive Professional Development?Proceedings of the 56th ACM Technical Symposium on Computer Science Education V. 210.1145/3641555.3705279(1667-1668)Online publication date: 18-Feb-2025
https://dl.acm.org/doi/10.1145/3641555.3705279
Moudgalya SSwaminathan SPearson TStrickland CIsrael M(2024)Toward Data Sovereignty: Justice-oriented and Community-based AI EducationProceedings of the 2024 on RESPECT Annual Conference10.1145/3653666.3656107(94-99)Online publication date: 16-May-2024
https://dl.acm.org/doi/10.1145/3653666.3656107
Herbert NDorodchi MZhange MCooper S(2024)Breaking Barriers: Overcoming Resistance to Curriculum IndigenisationProceedings of the 2024 on ACM Virtual Global Computing Education Conference V. 110.1145/3649165.3690104(53-59)Online publication date: 5-Dec-2024
https://dl.acm.org/doi/10.1145/3649165.3690104

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cover image ACM Conferences

SIGCSE 2024: Proceedings of the 55th ACM Technical Symposium on Computer Science Education V. 1

March 2024

1583 pages

ISBN:9798400704239

DOI:10.1145/3626252

General Chairs:
Ben Stephenson
University of Calgary, Canada6000230660002306
,
Jeffrey A. Stone
Penn State University6000143960001439
,
Program Chairs:
Lina Battestilli
North Carolina State University, USA6000492360004923
,
Samuel A. Rebelsky
Grinnell College60028806
,
Libby Shoop
Macalester College60028787

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Published: 07 March 2024

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SIGCSE 2024: The 55th ACM Technical Symposium on Computer Science Education

March 20 - 23, 2024

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Cited By

Yan WAmresh AHovermill JPrescott PStone JYuen TShoop LRebelsky SPrather J(2025)What Could Impact Indigenous-serving Teachers' Computing Integration After A Culturally Responsive Professional Development?Proceedings of the 56th ACM Technical Symposium on Computer Science Education V. 210.1145/3641555.3705279(1667-1668)Online publication date: 18-Feb-2025
https://dl.acm.org/doi/10.1145/3641555.3705279
Moudgalya SSwaminathan SPearson TStrickland CIsrael M(2024)Toward Data Sovereignty: Justice-oriented and Community-based AI EducationProceedings of the 2024 on RESPECT Annual Conference10.1145/3653666.3656107(94-99)Online publication date: 16-May-2024
https://dl.acm.org/doi/10.1145/3653666.3656107
Herbert NDorodchi MZhange MCooper S(2024)Breaking Barriers: Overcoming Resistance to Curriculum IndigenisationProceedings of the 2024 on ACM Virtual Global Computing Education Conference V. 110.1145/3649165.3690104(53-59)Online publication date: 5-Dec-2024
https://dl.acm.org/doi/10.1145/3649165.3690104

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