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、歧视性实践和技术解决方案主义等多个关键问题在计算机领域变得越来越明显，越来越多的倡议提出将批判性融入 K-16 计算机教育中。然而，这些努力如何具体解决关键性问题并将其转化为课堂实践并不清楚。在这篇概念论文中，我们首先将当前关键计算教育努力插入先前通过批判性分析和生产来促进学习者赋权的工作历史化。然后，我们确定了三种新兴的方法：（1）探究，（2）设计和（3）再创新，这些方法建立在计算机教育的这些批判性传统上并将其扩展。最后，我们讨论这些方法突出的问题，并为进一步的计算机教育研究提供方向。