Adapting primary Computing resources for cultural responsiveness: Bringing in learners’ identity

This research study explores how culturally responsive educational practices can be applied in Computing education by focusing on students’ identities. A group of twelve primary school teachers as well as the Raspberry Pi foundation in England collaborated to adapt Computing lessons on digital images and vector graphics to better align with the diverse cultural contexts of their students. The study emphasized creating identity artefacts, which allowed students to express their personal, familial, and cultural backgrounds through digital creations like emojis, collages, and avatars.

Key Findings:

1. Identity as a Central Focus: Despite varied schools and student populations, all teachers independently focused their lesson adaptations on identity. This included introducing diverse role models and incorporating students’ personal experiences into lessons. The core activity involved students creating a digital picture representing something significant to their identities.
2. Funds of Identity Framework: The study applied funds of identity theory, which posits that personal experiences, cultural heritage, and social contexts shape our identities. Students’ digital creations served as identity artefacts, showcasing their personal interests, family connections, cultural backgrounds, and values. For instance, some students reflected their hobbies or represented important family members, while others highlighted their cultural heritage through national flags or symbols of their faith.
3. Challenges and Teacher Support: Some students found it challenging to represent their hobbies, especially if they came from underprivileged backgrounds. Teachers also observed that when they modeled identity artefacts, students sometimes imitated them rather than drawing from their own experiences. This underscores the need for careful guidance in such activities.

Implications for Teaching:

• Identity as an Entry Point: Teachers can effectively use identity as a foundation for culturally responsive Computing teaching, encouraging students to connect learning with their personal experiences.
• Valuing Diverse Backgrounds: Recognizing and integrating students’ cultural and personal resources into lessons fosters a more inclusive and engaging learning environment.
• Collaborative Reflection: When teachers reflect on their practice and collaborate, they can innovate and adapt their teaching to be more culturally responsive.

Overall, this study highlights the potential of culturally responsive Computing education to make learning more relevant and meaningful for students by tapping into their diverse identities.

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