Ethnocomputational creativity in STEAM education: A cultural framework for generative justice
Audrey Grace Bennett
Reviewer A:
Reviewer did not want review to be published.
Recommendation: Accept.
Reviewer B:
Reviewer did not want review to be published.
Recommendation: Accept.
Reviewer C:
Please, comment on the most relevant aspects (positive points and areas to improve) of the reviewed article.
The paper makes a valid argument regarding the value extraction of cultural art forms such as graffiti in a capitalist system when the artist provides the content but only as work-for-hire, not as producers of products that make use of the art. The use of CSDTs to simulate cultural art forms while teaching users math or technical skills is a good example of design agency. The use of computation to increase the value flow of cultural art is a strong position, one that deserves more exploration and recognition.
Would you suggest any changes or make any recommendations to improve the quality of the article?
The argument is largely STEM-centered, even in the examples provided. Arts, even cultural art forms, create value in the communities in which they are created. For example, African and African American women who operate hair salons in their communities. These forms are not only valued because of their income-generating potential or their computational aspect but because they serve to sustain cultural production. Providing more examples that show how skills acquisition through CSDTs translates to economic opportunities or helping communities would strengthen the argument. I hope that users of CSDTs move from simulation to actual creation of tools based on their own personal or cultural styles. By creating their own software or games, these people can not only gain skills but also return value to their communities.
Recommendation: Accept.
The text included important modifications before publication
