A Thematic Literature Review of Decolonization and Abolitionist Approaches in Computing Education

Abstract

This scoping review explores the role of critical and culturally responsive pedagogy in addressing the significant gap in computer science (CS) education. Despite ongoing efforts to increase diversity, many groups, including women, remain underrepresented in CS. The research draws on Paulo Freire's foundational ideas on critical pedagogy, advocating for a dynamic and ethical approach to teaching that fosters critical thinking and community involvement. The review also examines various interventions in literature which incorporate critical, decolonial, and abolitionist pedagogies in CS education. Addressing both the technical and social dimensions of computing, educators can equip students with the tools needed to challenge and transform existing power structures, contributing to a more just and equitable society.