TY - JOUR
T1 - STEM Educational Outreach and Indigenous Culture
T2 - (Re)Centering for Design Scholarship
AU - Canevez, Richard
AU - Maitland, Carleen
AU - Shaw, James
AU - Ettayebi, Soundous
AU - Everson, Charlene
N1 - Funding Information:
This work was supported by the Interinstitutional Consortium for Indigenous Knowledge at Pennsylvania State University.
Publisher Copyright:
© 2021 Taylor & Francis Group, LLC.
PY - 2022
Y1 - 2022
N2 - Integrating Indigenous culture into STEM education is a critical process in building pathways to justice and diversifying design. This process serves to (re)center our conceptions of STEM education by challenging strictly Western notions of STEM, representing an opportunity for learning not just in curricular design, but in technological design as well. Postcolonial computing scholars have critically examined design processes, highlighting the dominance of Western knowledge undergirding cross-cultural design. However, such efforts have yet to fully leverage insights from national curricular (re)centering initiatives. We take up this opportunity through a qualitative case study of an educational outreach organization in British Columbia, Canada, a subsidiary of a nation-wide effort in curricular integration of Indigenous and Western STEM material. Applying postcolonial computing thought, we offer enrichments to theory by providing an empirical basis for a) integrating resiliency, b) politicization in design, and c) arguments for (re)centering epistemological authority in computing. These contributions both enrich theory and enhance the practice of cross-cultural design by encouraging and exploring an Indigenous (re)centering of our understanding of both curricular and technological design.
AB - Integrating Indigenous culture into STEM education is a critical process in building pathways to justice and diversifying design. This process serves to (re)center our conceptions of STEM education by challenging strictly Western notions of STEM, representing an opportunity for learning not just in curricular design, but in technological design as well. Postcolonial computing scholars have critically examined design processes, highlighting the dominance of Western knowledge undergirding cross-cultural design. However, such efforts have yet to fully leverage insights from national curricular (re)centering initiatives. We take up this opportunity through a qualitative case study of an educational outreach organization in British Columbia, Canada, a subsidiary of a nation-wide effort in curricular integration of Indigenous and Western STEM material. Applying postcolonial computing thought, we offer enrichments to theory by providing an empirical basis for a) integrating resiliency, b) politicization in design, and c) arguments for (re)centering epistemological authority in computing. These contributions both enrich theory and enhance the practice of cross-cultural design by encouraging and exploring an Indigenous (re)centering of our understanding of both curricular and technological design.
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U2 - 10.1080/10447318.2021.2016235
DO - 10.1080/10447318.2021.2016235
M3 - Article
AN - SCOPUS:85122033220
SN - 1044-7318
JO - International Journal of Human-Computer Interaction
JF - International Journal of Human-Computer Interaction
ER -