Imagining Culturally and Linguistically Sustaining AI Literacy in K-12 Schools: A Participatory Design-Based Approach to Phenomenography
This study explores the qualitative variation in how educators in Denver Public Schools (DPS) design, implement and conceive of culturally and linguistically (CLS) sustaining approaches to AI literacy through a design-based research (DBR) phenomenographic study. This research grounded in a Digital Intersectional Femini...