There is a growing international movement for the inclusion of computing in primary and secondary school curricula. This movement presents both opportunities and challenges for sustainability. On one hand, a close relationship between this movement and the ICT4S [Information and Communication Technology for Sustainability] community can support the meaningful integration of sustainability into CS [computer science] education. On the other hand, a successful “CS for all” movement will increase the demand for ICT, posing serious challenges to both environmental and social sustainability. The manufacturing, powering, and use of computers have serious environmental and social costs.
This poster's contribution is to begin a discussion about the sustainability implications of educational initiatives like CS4All. While the ICT4S community has discussed how to incorporate sustainability topics into CS education, we have not yet seriously discussed what is the sustainability of CS education.
We will map out the open questions and tensions around this topic, from the first order questions (e.g. the power consumption of schools teaching CS) to the larger cultural, historical, philosophical, political, and economic questions at hand. This is to spark a discussion about the relationship not only between computing education and sustainability, but also their connections to the kyriarchical structures in which we live.
Readings
What is sustainability? What do we mean by computer science education for everybody? What are the relationships between sustainability, computer science and education?
With this poster project we set out to find answers to such questions, but it became clear early on that in order to do so, we first need to better understand the educational and environmental problems we are facing. What follows is a list of articles, books, videos and other resources that helped us to start making sense of these problems. We hope you may find them useful as well.
We have categorized the readings by topic to help you find your way through them, but as the poster above hopefully demonstrates, separating knowledge into distinct areas of study poses challenges to addressing problems that are truly global in scope. We encourage visitors to this website to consider the benefits and limitations of narrowing the scope of scholarly focus, and to look for ways to draw from diverse knowledges in their own work.
If you have any questions or comments, please do not hesitate to get in touch with Horațiu or Elizabeth!
Ecology and sustainability
- Becker, Christoph et al. The Karlskrona manifesto for sustainability design. 2015.
- Biehl, Janet. The Murray Bookchin Reader. Black Rose Books, 1999.
- D'Souza, Radha. Sustainable Development or Self Determination: Asking the Hard Questions about the World Summit on Sustainable Development (WSSD). Social Policy, 2002.
- Di Chiro, Giovanna. Acting Globally: Cultivating a thousand community solutions for climate justice. Development, 2011.
- Di Chiro, Giovanna. Applying a Feminist Critique to Environmental Education. Australian Journal of Environmental Education, 2014.
- Naess, Arnold. The shallow and the deep, long‐range ecology movement. A summary. Inquiry, 1973.
Education (computing, environmental, and more broadly)
- Bobb, Kamau. Broadening Participation in Computing: A Critical Perspective. ACM Inroads, 2016.
- Freire, Paulo. Pedagogy of the Oppressed. Continuum, 2005.
- Gruenewald, David A. A Foucauldian analysis of Environmental Education: Toward the socioecological challenge of the Earth Charter. Curriculum Inquiry, 2004.
- Guzdial, Mark. Learner-centered design of computing education: Research on computing for everyone. Morgan & Claypool, 2015.
- Lee, Clifford H. and Soep, Elizabeth. None but ourselves can free our minds: Critical computational literacy as a pedagogy of resistance. Equity & Excellence in Education, 2016.
- Mann, Samuel. A rethink for computing education for sustainability. International Association for Development of the Information Society, 2016.
- McLean, Sheelah. The whiteness of green: Racialization and environmental education. The Canadian Geographer / Le Géographe canadien, 2013.
- Vogel, Sara et al. Visions of computer science education: Unpacking arguments for and projected impacts of CS4All initiatives. Proceedings of the 2017 ACM SIGCSE Technical Symposium on Computer Science Education, 2017.
Computing
- Becker, Christoph et al. The Karlskrona manifesto for sustainability design. 2015.
- Easterbrook, Steve. Climate change: A grand software challenge. FSE/SDP Workshop on the Future of Software Engineering Research, 2010.
- Lin, Thung-hong et al. Manufacturing suicide: The politics of a world factory. Chinese Sociological Review, 2016.
- Mantz, Jeffrey W. Improvisational economies: Coltan production in the eastern Congo. Social Anthropology, 2008.
- Roberts, Sarah T. Digital Refuse: Canadian Garbage, Commercial Content Moderation and the Global Circulation of Social Media’s Waste. Wi: Journal of Mobile Media, 2016.
- Roberts, Sarah T. Digital detritus: 'Error' and the logic of opacity in social media content moderation. First Monday, 2018.
Colonialism and decolonization
- D'Souza, Radha. Victor's law?: Colonial peoples, World War II and international law. International Comparative Jurisprudence, 2017.
- Dhillon, Jaskiran. The making of crisis stories. In Prairie rising: indigenous youth, decolonization, and the politics of intervention. University of Toronto Press, 2017.
- Simpson, Leanne Betasamosake. Land as pedagogy: Nishnaabeg intelligence and rebellious transformation. Decolonization: Indigeneity, Education & Society, 2014.
- Smith, Linda Tuhiwai. Decolonizing methodologies: Research and indigenous peoples. Zed Books, 2012.
- Starblanket, Tamara. 'Kill the Indian in the Child': Genocide in international law. In Indigenous peoples as subjects of international law. Routledge, 2018.
- Tuck, Eve and Yang, K. Wayne. Decolonization is not a metaphor. Decolonization: Indigeneity, Education & Society, 2012.
Capitalism
- Faber, Daniel and Schlegel, Christina. Give me shelter from the storm: Framing the climate refugee crisis in the context of neoliberal capitalism. Capitalism Nature Socialism, 2017.
- Lin, Thung-hong et al. Manufacturing suicide: The politics of a world factory. Chinese Sociological Review, 2016.
- Mantz, Jeffrey W. Improvisational economies: Coltan production in the eastern Congo. Social Anthropology, 2008.
- Means, Alexander J. Generational precarity, education, and the crisis of capitalism: Conventional, neo-Keynesian, and Marxian perspectives. Critical Sociology, 2016.
- Moore, Jason W. Keynote. Global Histories of Capital Conference, 2017.
- Roberts, Sarah T. Digital Refuse: Canadian Garbage, Commercial Content Moderation and the Global Circulation of Social Media’s Waste. Wi: Journal of Mobile Media, 2016.
- Roberts, Sarah T. Digital detritus: 'Error' and the logic of opacity in social media content moderation. First Monday, 2018.
Research practices
- Nathan, Lisa P. et al. Good for Whom?: Unsettling Research Practice. Proceedings of the 8th International Conference on Communities and Technologies, 2017.
- Potts, Karen and Brown, Leslie. Becoming an anti-oppressive researcher. In Research as resistance: revisiting critical, indigenous, and anti-oppressive approaches. Canadian Scholars Press, 2005.
- Smith, Linda Tuhiwai. Decolonizing methodologies: Research and indigenous peoples. Zed Books, 2012.
- Tuck, Eve. Suspending damage: A letter to communities. Harvard Educational Review, 2009.
Other
[1]
D. A. Gruenewald, “A Foucauldian analysis of Environmental Education: Toward the socioecological challenge of the Earth Charter,” Curriculum Inquiry, vol. 34, no. 1, pp. 71–107, Jan. 2004.
[2]
S. Mann, “A rethink for computing education for sustainability,” in International Association for Development of the Information Society, Melbourne, Australia, 2016.
[3]
E. Tuck and K. W. Yang, “Decolonization is not a metaphor,” Decolonization: Indigeneity, Education & Society, vol. 1, no. 1, pp. 1–40, Sep. 2012.
[4]
L. P. Nathan, M. Kaczmarek, maggie castor, S. Cheng, and R. Mann, “Good for Whom?: Unsettling Research Practice,” in Proceedings of the 8th International Conference on Communities and Technologies, New York, NY, USA, 2017, pp. 290–297.
[5]
J. M. Iseke-Barnes, “Aboriginal and Indigenous People's Resistance, the Internet, and Education,” Race, Ethnicity and Education, vol. 5, no. 2, pp. 171–198, Jul. 2002.
