As several critical issues in computing such as algorithmic bias, discriminatory practices, and techno-solutionism have become more visible, numerous efforts are being proposed to integrate criticality in K-16 computing education. Yet, how exactly these efforts address criticality and translate it into classroom practice is not clear. In this conceptual paper, we first historicize how current efforts in critical computing education draw on previous work which has promoted learner empowerment through critical analysis and production. We then identify three emergent approaches: (1) inquiry, (2) design and (3) reimagination that build on and expand these critical traditions in computing education. Finally, we discuss how these approaches highlight issues to be addressed and provide directions for further computing education research.

翻译：随着算法偏见、歧视性实践及技术解决方案主义等若干计算领域关键问题日益凸显，大量将批判性融入K-16计算教育的举措被提出。然而，这些举措究竟如何体现批判性并将其转化为课堂实践尚不明确。在本概念论文中，我们首先追溯当前关键计算教育实践如何借鉴既往通过批判分析与创作促进学习者赋权的研究成果。继而识别出三大新兴方法：（1）探究、（2）设计与（3）再想象——这些方法在计算教育领域对既有批判传统进行了拓展与深化。最后，我们探讨这些方法如何揭示尚待解决的问题，并为计算教育研究指明方向。