  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.
