Addressing the False Neutrality of Computing in Computing Education: Multidisciplinary Perspectives

Allison, Jordan ORCID: https://orcid.org/0000-0001-8513-4646 (2025) Addressing the False Neutrality of Computing in Computing Education: Multidisciplinary Perspectives. In: Innovations in Decolonising the Curriculum. Emerald Publishing Limited, pp. 99-110. ISBN 978-1-83608-914-8

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Abstract

Computing is typically perceived as a neutral and technical field, yet it is deeply shaped by cultural, social, and economic contexts. Decolonising the computing curriculum involves recognising how technology, such as algorithms and artificial intelligence, is not immune to bias or inequality. These systems frequently reflect the biases of their creators, leading to discriminatory outcomes in areas such as facial recognition or in making hiring decisions. When models are trained on datasets that already reflect existing social biases, it is no surprise that outputs continue to perpetuate social inequality. Therefore, it is crucial to foster a critical approach within computing education, encouraging students to examine the ethical and sociopolitical implications of any technology that they create or implement. Hence, this chapter explores the pedagogical approaches to support a decolonised computing curriculum that equips students with the knowledge to understand how technology interconnects with race, gender, class, and colonial legacies.

Item Type:	Book Section
Uncontrolled Keywords:	Computing education; Algorithmic bias; Digital divide; Data colonialism; Decolonising computing
Subjects:	L Education > L Education (General) Q Science > QA Mathematics > QA75 Electronic computers. Computer science
Divisions:	Schools and Research Institutes > School of Business, Computing and Social Sciences
Depositing User:	Kamila Niekoraniec
Date Deposited:	16 Dec 2025 13:58
Last Modified:	16 Dec 2025 14:00
URI:	https://eprints.glos.ac.uk/id/eprint/15669

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