Culturally Situated Design Tools: A Comprehensive Guide
Culturally situated design tools (CSDTs) refer to software and methods that use cultural practices and artifacts to teach mathematical, technological, and scientific concepts. These tools are designed to address the diversity, equity, and inclusion (DEI) needs of educational environments, especially in communities that have been historically underrepresented in STEM (Science, Technology, Engineering, and Mathematics) fields.
Definition:
Culturally situated design tools (CSDTs) offer learners a way to understand complex concepts through their own cultural backgrounds. By linking traditional cultural practices with modern digital tools, they provide an engaging and relevant learning experience. This not only enhances comprehension but also nurtures a sense of pride and connection to one’s heritage. For instance, students may use these tools to learn geometry through patterns in African textiles, programming through Native American beadwork designs, or environmental science through traditional farming techniques.
Importance:
Diversity, Equity, and Inclusion (DEI) initiatives in education aim to eliminate barriers and create learning environments where all students can thrive, irrespective of their race, gender, socioeconomic status, or background. Traditional teaching methods often lack cultural relevance, which can result in students from minority communities feeling disconnected from the material being taught.
Culturally situated design tools address this gap by providing learning experiences that resonate with students’ lived experiences. As part of DEI-focused education, CSDTs aim to:
- Diversify learning environments: Introduce various cultural perspectives into the curriculum.
Combat implicit biases: By highlighting the value of non-Western knowledge systems, they challenge biases that often favour Eurocentric narratives. - Provide tailored learning experiences: CSDTs can be adapted to different cultural contexts, ensuring that learning is relevant for students from various backgrounds.
Example:
One well-known example of culturally situated design tools is the Cornrow Curves software. This tool is inspired by the traditional African art of hair braiding and is used to teach mathematical concepts such as transformations, tessellations, and symmetry. In this context, students explore the mathematics behind the intricate designs used in cornrow braiding while using digital tools to create their own braided patterns. This makes abstract mathematical concepts more tangible and easier to understand.
The Cornrow Curves tool is particularly powerful because it integrates a culturally significant practice with educational goals, thereby empowering students who may not traditionally see themselves represented in STEM fields. For students of African descent, this learning experience not only builds mathematical skills but also fosters a deeper connection to their heritage.
Conclusion:
Culturally situated design tools are an essential element in making education more inclusive, particularly in STEM fields. They provide a meaningful way to engage students by connecting educational concepts to their cultural backgrounds. By embracing tools like these, educators can foster diversity, equity, and inclusion in classrooms, creating an environment where all students feel valued and empowered to learn.
Incorporating culturally situated design tools into your teaching practice not only enriches the learning experience but also aligns with DEI principles, ensuring that education is accessible and engaging for students from all backgrounds.
References:
Eglash, R., Bennett, A., O’donnell, C., Jennings, S., & Cintorino, M. (2006). Culturally situated design tools: Ethnocomputing from field site to classroom. American anthropologist, 108(2), 347-362. https://anthrosource.onlinelibrary.wiley.com/doi/abs/10.1525/aa.2006.108.2.347
Eglash, R., Babbitt, W., Bennett, A., Bennett, K., Callahan, B., Davis, J., … & Tully, K. (2017). Culturally Situated Design Tools: Generative justice as a foundation for STEM diversity. In Moving students of color from consumers to producers of technology (pp. 132-151). IGI Global. https://www.igi-global.com/chapter/culturally-situated-design-tools/173053
Bert, C., King, K., Brown, A., & Watkins, D. (2009). Standardizing Culturally Situated Design Tools. https://dreuarchive.cra.org/2009/Bert/Website/FinalReport.pdf
Bolton, A. T., & Seals, C. D. (2011). Culturally situated design tools: Animated support tools for mathematics. In Human Centered Design: Second International Conference, HCD 2011, Held as Part of HCI International 2011, Orlando, FL, USA, July 9-14, 2011. Proceedings 2 (pp. 351-359). Springer Berlin Heidelberg. https://link.springer.com/chapter/10.1007/978-3-642-21753-1_40
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