Planning and Sustaining Partnerships in Native American Learning Paradigms

规划和维持美洲原住民学习范式的伙伴关系

• 批准号: 0518728
• 负责人: Rose von Thater-Braan
• 金额: $ 20万
• 依托单位: Silver Buffalo Consulting
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2005
• 资助国家: 美国
• 起止时间: 2005-09-15 至 2008-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=0518728&HistoricalAwards=false
• 关键词: Planning; Sustaining; Partnerships; Native; American

Planning and Sustaining Partnerships in Native American Learning ParadigmsLittle is known or understood about Native American learning traditions or the complex set of knowledge and technologies embedded in Native languages. In its most general sense, the project will seek to comprehend the communicative and informational processes enfolded in Native American languages, the diverse learning processes that are animated by the languages, and how and when these processes can be appropriately translated into new learning environments. The project will explore how this learning transformation occurs using the collaborations and dialogues of diverse scholars and traditions. It will explore how to enable partnership building and how new studies can lead to deeper understandings of Native American learning.Native American youth are born into a world in which they have to exist and learn in a bi-cognitive context. This bi-cognitive experience has been characterized as living in two worlds or living with a "split head consciousness." The lack of awareness or understanding of this bi-cognitive process in learning has been reflected in the poor success rates of Native American students. The last two decades have produced the first generation of mature Native American scholars. This project seeks to identify the practices and strategies of this successful generation of Native Americans scholars in order to understand and maximize their unique educational achievement. Past studies have demonstrated the benefit of creating enhanced learning through focusing on the traditional understandings, meanings and purposes that are enfolded in Native American languages. This project seeks to transform transcultural exploration and study into learning. It will also work to develop a relationship with, and sustain a discourse between, the varied Native American, majority-cultural, and developmental learning paradigms and practices. This exploration has direct implications for developing successful learning ecologies to further Native American youths' achievement in contemporary education and life.The focal point of this catalyst study will be a series of traditional, trans-cultural dialogues (talking circles) among Native American and majority-cultural scholars in a variety of disciplines, the aim of which will be to approach the reconciliation of differences between Native American and contemporary systems of learning. A central goal of these dialogues is to create a sustainable discourse on understanding and improving Native American learning, with the ultimate objective of steadily increasing and sustaining the participation of Native Americans in livelihoods of their choosing.The investigators will be aided by the established team of collaborators of the Native American Academy (NAA), a continental consortium of Native American professoriate, Elders and knowledge keepers committed to maintaining Indigenous knowledge in all aspects of the human endeavor, particularly in the sciences. As accomplished intellectuals, both institutionally and organically educated, they are exploring the interface between contemporary knowledge and learning and Native American heritage, knowledge, and learning. The Academy represents a convergence of transdisciplinary and disciplinary fields and institutions.

规划和维持美洲原住民学习范式的伙伴关系很少有人知道或了解美洲原住民的学习传统或嵌入在土著语言中的一套复杂的知识和技术。在其最普遍的意义上，该项目将寻求理解的沟通和信息过程中，美国土著语言，由语言动画的不同学习过程，以及如何以及何时这些过程可以适当地转化为新的学习环境。 该项目将探讨如何利用不同学者和传统的合作和对话来实现这种学习转型。它将探讨如何建立伙伴关系，以及新的研究如何能够导致对美洲原住民学习的更深入理解。美洲原住民青年出生在一个他们必须在双认知环境中生存和学习的世界。这种双认知体验被描述为生活在两个世界或生活在“分裂的头部意识”中。“对学习中的这种双认知过程缺乏认识或理解，这反映在美洲原住民学生的低成功率上。在过去的二十年里，产生了第一代成熟的美洲原住民学者。 该项目旨在确定这一代成功的美洲原住民学者的做法和策略，以了解和最大限度地发挥他们独特的教育成就。 过去的研究已经证明了通过关注美国土著语言中所包含的传统理解，意义和目的来创建增强学习的好处。 该项目旨在将跨文化探索和研究转化为学习。 它还将致力于发展与不同的美洲原住民，主流文化和发展性学习范式和实践之间的关系，并维持它们之间的对话。这一探索对于发展成功的学习生态以促进美国土著青年在当代教育和生活中的成就具有直接的意义。这一催化剂研究的重点将是一系列传统的、跨文化的对话（谈话圈）在美洲土著和主流文化学者在各种学科，其目的将是接近美国土著和当代学习系统之间的差异和解。这些对话的一个中心目标是创造一个关于理解和改善美洲原住民学习的可持续的话语，最终目标是稳步增加和维持美洲原住民对他们选择的生计的参与。调查人员将得到美洲原住民学院（NAA）的合作者团队的帮助。长老和知识保管人致力于维护土著知识在人类奋进的各个方面，特别是在科学。作为有成就的知识分子，无论是机构和有机教育，他们正在探索当代知识和学习与美洲原住民遗产，知识和学习之间的接口。 该学院代表了跨学科和学科领域和机构的融合。