A Critical Pedagogy Approach for Engaging Urban Youth in Mobile App Development in an After-School Program

Sepehr Vakil*

*Corresponding author for this work

Research output: Contribution to journalArticle

9 Citations (Scopus)

Abstract

To understand the digital divide as a matter of social justice, I identify access to computational fluency as a civil rights issue. "Access" refers to material as well as social resources, including meaningful learning opportunities that create the conditions for urban youth to engage in computational thinking. In this article, I explore how a critical pedagogical approach facilitates the engagement of urban youth in a mobile app development project within an after-school program. Drawing on field notes and video data over a semester-long project, I provide qualitative reflections on student engagement using the theoretical perspective of situated cognition. Findings reveal that the affordances of critical pedagogy for student engagement include the opportunity to situate computational activity within a sociopolitical context, as well as an allowance for multiple pathways into meaningful participation.

Original languageEnglish (US)
Pages (from-to)31-45
Number of pages15
JournalEquity and Excellence in Education
Volume47
Issue number1
DOIs
StatePublished - Jan 1 2014

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digital divide
civil rights
development project
social justice
semester
cognition
video
student
participation
resources
learning

ASJC Scopus subject areas

  • Education

Cite this

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