Titlebook: Ancestral Knowledge Meets Computer Science Education; Environmental Change Cueponcaxochitl D. Moreno Sandoval Book 2019 The Editor(s) (if a

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https://doi.org/10.1007/1-56898-636-Xuding myself, about the process of transformation and the ways in which further work can be cultivated. The nuances that are presented in this book follow old ways of learning, led by the inquiries of a small student group who sought to promote cultural awareness across their public high school camp

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Cueponcaxochitl D. Moreno SandovalExamines one of the most segregated fields in education, computer science, towards centering the experiences of Indigenous Peoples.Argues that in order to create a sustainable and just world of produc

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Postcolonial Studies in Educationhttp://image.papertrans.cn/a/image/156973.jpg

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协迫

Spreading Seeds of Hope from Student-Led Initiatives to Classroom Practices para el Vivir Comunitaruding myself, about the process of transformation and the ways in which further work can be cultivated. The nuances that are presented in this book follow old ways of learning, led by the inquiries of a small student group who sought to promote cultural awareness across their public high school campus.

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Uprooting Systems of Colonization: Naming Learning Ecologies as Eurocentric,inued nurture that recognizes when unwanted weeds weaken the growth of our gardens. This deracinating introduces the audience to the coloniality of power as an historically long-seated problem plaguing urban communities today, particularly in formal and informal learning ecologies such as computer s

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,Critical Self-Consciousness for Collective Action in Social Commonplace: ,, 2009–2010,at Itzel and the made sense of through MEChA is described. As a leader in her computer science class, becoming more firm in her creative intellectual contributions to computer science, Itzel created pathways of ancestral computing for social change, a principal finding of this study. By doing so, co

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,Cultivating Computing as Activism: Historicizing Cultural Identities as Academic Practices, 2010–20y members as cultural workers and creative intellectuals. This chapter details the ways in which an informal group committed to meeting after school to build on the collaborative vision para el vivir comunitario. They shaped practices that spoke back to Eurocentric, neoliberal public schooling pract