Using a Sociological Lens to Investigate Computing Teachers’ Culturally Responsive Classroom Practices

Motivation. Historically, the field of computer science (CS) has maintained a low level of representation for women and ethnic minorities. Recent initiatives have focused on social equity and justice within CS, presenting culturally relevant pedagogy (CRP) and culturally responsive teaching (CRT) as approaches that incorporate students’ cultures and identities into learning, with the aim of reducing inequities and improving student engagement and participation. Much of the scholarship on CRP/CRT has been situated in the US, demonstrating a gap in literature for how this pedagogy may be used in the context of the UK. Objective: This paper strives to fill this gap by providing a review of teachers’ current practices that implement CRT into their CS classrooms in England, analysing data from teacher workshops using a sociological lens to inform how culturally relevant computing education can be developed. Method. We collected data from workshop transcripts with 19 K–12 educators of CS and developed themes to describe characteristics of their pedagogical approaches. We used Freire’s and Bourdieu’s sociological nexus to frame the analytic process. Results. We identified four overarching themes: adaptation of materials in terms of content and context; confidence building and maintaining rapport; integration of social justice issues into the curriculum; and reviewing practice utilising a reflexive approach to teaching. Discussion. This study draws on the work of Bourdieu and Friere to develop our understanding of unequal participation in the field of CS. The review of current practices can, to a certain extent, reveal the relationship between culture and computing education, demonstrating which mechanisms of CRP have been adopted by practising teachers.