Voicing Code in STEM
A Dialogical Imagination
An exploration of coding that investigates the interplay between computational abstractions and the fundamentally interpretive nature of human experience.
The importance of coding in K–12 classrooms has been taken up by both scholars and educators. Voicing Code in STEM offers a new way to think about coding in the classroom—one that goes beyond device-level engagement to consider the interplay between computational abstractions and the fundamentally interpretive nature of human experience. Building on Mikhail Bakhtin's notions of heterogeneity and heteroglossia, the authors explain how STEM coding can be understood as voicing computational utterances, rather than a technocentric framing of building computational artifacts. Empirical chapters illustrate this theoretical stance by investigating different framings of coding as voicing.
Understanding the experiential nature of coding allows us to design better tools and curricula for students, and enables us to see computing as experience beyond the mastery of symbolic power. Arguing for a critical phenomenology of coding, the authors explain that the phenomenological dimension refocuses attention on the fundamentally complex nature of human experiences that are involved in coding and learning to code. The critical dimension involves learning to recognize voices that historically have received less attention.
Pre-Order Paperback$28.00 X ISBN: 9780262045117 232 pp. | 6 in x 9 in
“As access to technology has expanded in K–12 classrooms, it is the technology itself that has been the central focus, making learners, educators, communities, and histories peripheral. The authors of this book return the complex experience of learners and educators to the center of the classroom narrative.”
Colleen M. Lewis
Assistant Professor of Computer Science, University of Illinois at Urbana-Champaign
“Computational heterogeneity offers a critical correction to the widespread embrace of 'coding for all.' With a distinct combination of theoretical depth and rich classroom examples, the authors illuminate the possibilities of centering the lived experiences of students and teachers in computing.”
Thomas M. Philip
Associate Professor in the Graduate School of Education, University of California, Berkeley