Аннотация:How to engage scientists and technologists with the sociopolitical and environmental consequences of their work remains an open concern for the science and technology studies (STS) community. In recent years, computer science has made a greater push for teaching ethical and social issues in light of societal "techlash". Past work in STS has described computing education as teaching undergraduates to "render technical" (Breslin 2018): to take complex, real-world problems, strip away the sociohistorical context, and solve only the technical problem. And given that past work in the history of computing has identified curriculum reports of the Association for Computing Machinery (ACM) and Institute of Electrical and Electronics Engineers Computer Society (IEEE-CS) as significant for shaping the field, we performed a discourse analysis of the most recent computing curricula standards from the ACM and IEEE-CS. We found that although the curriculum report states ethics education is important and should be spread throughout the curriculum, the curriculum standards themselves discursively compartmentalize ethics and then render it into the technical problems of reducing "error" from professionals and enacting a (hegemonic) benevolent designer-user relationship. We illustrate how a scientific field can give an impression of commitment to social and professional education without engaging with the underlying issues, and compare conceptual frameworks for understanding hegemonic ideology in computing.
