The opportunity and obligation to address the dearth of diversity drives my research, teaching and service. My work investigates the multiple ways we can draw from and embrace diversity in theory and practice. A major focus of my work is on ways and means that will foster epistemological diversity to ensure an equal valuing of a multiplicity of knowledge systems in spaces such as public schooling and legislative bodies (Moreno Sandoval, 2013).
Epistemological diversity is paramount to addressing the complexity of today’s societal problems. The conceptual framework that guides my research, Ancestral Computing for sustainability, is rooted in re-awakening Ancestral Knowledge Systems, or indigenous epistemologies, of all people, and applying that knowledge to producing computer science for environmental, social and economic sustainability. Currently computer science is one of the most racially and epistemologically segregated fields in education.
Similarly, my teaching explores questions that promote diversity of knowledge and experience by engaging critical reflexivity of researcher positionality that disentangles how structures of power have shaped (and been shape by) such experiences (Collins, 1989). My courses aim to weave theory and practice as part of a larger equity agenda of inclusion. For example, a course on Decolonizing Research Methodologies (Smith, 1999/2012) asks: “What is a scholar activist? How might a scholar activist embody decolonizing research methodologies while engaging the standards of academe?”
Finally, my service in the academy is carefully rooted in my core values of increasing diversity in institutional spaces while meeting the standards of academe (Flores, 2012). My mentoring of doctoral students, advocacy for policy changes, and nurturing a community-university partnership for increasing diversity in computer science education interrogates the relationship between knowledge and power.
My research, teaching and service work is rooted in challenging the underlying realities of the ways in which hegemony plays a role in how science was conceived by the academy and how researcher theory and practice can diversify knowledge production in institutional spaces. My visions for a society where all peoples’ knowledge systems are valued on equal terms (ideologically and materially) may not be achieved in my lifetime, but I am happy to work with dignity towards making these visions a possibility for the next generations.
Collins, P. H. (1989). The social construction of black feminist thought. Signs, 745-773.
Flores Niemann, Y. (2012). The Making of a token: A case study of stereotype threat, stigma, racism, and tokenism in academe. In Guitérrez y Muhs, G., Flores Niemann, Y., Gonzalez, C.G. & Harris, A.P. (Eds). Presumed Incompetent: The intersections of race and class for women in academia (p. 336-355). Boulder: University Press of Colorado.
Moreno Sandoval, C. D. (2013). Critical Ancestral Computing: A culturally relevant computer science education. PsychNology, 11(1), 91-112.
Smith, L. T. (1999/2012). Decolonizing Methodologies: Research and Indigenous peoples. New York: University of Otago Press.
Suggested APA citation for this webpage:
Moreno Sandoval, C.D. (year, month day). Diversity Statement [Web log comment]. Retrieved from http://drcueponcaxochitl.org/diversity-statement/