In this interview with Kimberly Scott, we discuss some of the problems with discourse around grit, students as techno-social change agents, teaching with culturally responsive approaches in communities that are hostile toward culturally responsive pedagogies, unpacking discourse and Discourse, considering both present and future identities when teaching, potential disconnects between theory and practice with intersectional work, comforting the disturbed and disturbing the comforted, and so much more.

Click here for this episode’s show notes.

How to Get Started with Computer Science Education

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00:00 Intro

01:07 Kimberly introducing herself

01:33 The kind of social transformation Kimberly strives for in her work

05:09 Problems with grit

08:43 Techno-change agents

10:08 How can we encourage techno-change agents in schools?

14:40 How does social impact relate to AP classes and standardized educations?

16:40 What can teacher education programs and PD organizations do to encourage techno-change agents?

18:41 Small acts of subversion

22:35 discourse vs Discourse

26:31 The intersections of identity and cultural capital

29:10 Designing for present and future identities

31:23 Engaging in equity work without essentializing

32:46 The story of Miguel

37:07 But what about maids?

40:48 Comfort the disturbed. Disturb the comfortable

44:40 If Kimberly could wave a magic wand...

46:30 Teaching, learning, community

49:31 How Kimberly prevents burnout

51:22 How Kimberly iterates on her abilities

53:06 What Kimberly wishes there was more research on

54:44 What has surprised Kimberly about her own research

59:31 Something Kimberly could use some help with

01:06:18 Elaborating on preventing burnout

01:08:40 How to connect with Kimberly

01:09:28 Outro