  Computing artifacts tend to exclude marginalized students, so we must create
new methods to critique and change them. We studied the potential for
"satirical programming" to critique artifacts as part of culturally responsive
computing (CRC) pedagogy. We conducted a one-hour session for three different
BPC programs (N=51). We showed an example of a satirical Python script and
taught elements of Python to create a script. Our findings suggest this method
is a promising CRC pedagogical approach: 50% of marginalized students worked
together to create a satirical script, and 80% enjoyed translating their
"glitches" into satirical Python scripts.
