| Description | Constructionism in the classroom has emerged in national conversations in the past few years with the rising popularity of project-based learning and makerspaces. What is missing from the conversation is how and where these ideas are being implemented. Are these ideas giving access to all students, or creating a bigger barrier for underrepresented and marginalized students? Programs such as the Computer Clubhouse, Black Girls Code, Technology Access Foundation, and Digital Youth Network are rooted in the anti-racist idea that non-dominant youth have the right to technological fluency -- and gives them access to the tools and opportunities needed to accomplish this. These programs demonstrate that it is possible to radically improve the trajectories of the lives of non-dominant youth by addressing the race, class, and social barriers in education that prevent access to participation in 21st century careers in STEM fields. This talk explores the idea of uncovering hidden pathways, a term I use to describe the process of helping educators encourage non-dominant youth to leverage the creativity and knowledge they already possess to feel more confident in participating in STEM activities. I present emerging work including historical analysis of racist ideas in the United States, and how that history created inequalities such as the achievement gap and the digital divide, in an effort to justify centering the guide in anti-racist ideas. I present the ideas, design, and approach behind a creative learning guide that I am creating, called “Uncovering Hidden Pathways.”
Jaleesa Trapp, Research Assistant, MIT Media Lab, presenter |
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