Computational Contact Zones: Exploring Natures, Cultures, and Technologies in a Library Aquaponics System

The growing attention to culturally responsive computing (CRC) in U.S. computer science (CS) education stems from the crisis of racial and ethnic underrepresentation in the field. For example, despite the fact that African Americans made up approximately 13% of the population in 2018 they were only 3.1% of CS bachelor degree recipients (Zweben and Bizot 2019, 20). To confront such disparities, CRC seeks to reshape CS itself by locating computation in and directing computing power toward cultural practices and designs (e.g. braiding traditions, Indigenous architecture, vernacular sports, etc.). However, when translating these practices and designs into more formalized educational contexts (e.g. schools and libraries) there is always a risk of framing culture as static, which can, even if inadvertently, end up treating young people’s identities as homogenous. In response to this challenge, we explore how CRC can help educators think about CS education in terms of “contact zones” (Haraway 2008) that problematize traditional Western dichotomies between nature, culture, and technology. As a proof of concept, we detail the design and implementation of a week long library program that used educational aquaponics systems as conduits for making connections between CS, Black entrepreneurship, natural hair care, and urban gardening. We show how young people put these areas into contact by designing personalized prototypes for aquaponics systems that supported automated fish feeders. A comparison between pre/post surveys show that students had a notable increase in “confidence” with CS at the end of the workshop.