COLLABORATIVE RESEARCH: Culturally Responsive Making: Developing High-Low Tech Maker Activities in Local and Mobile Spaces for Supporting American Indian Youth

该项目将与亚利桑那州和犹他州的土著社区一起开发具有文化响应性的制作和创客空间。调查人员将与这些社区一起工作，利用技术设计创客活动，补充社区所在的现有文化习俗。这将通过解决以下研究问题来实现：1)位于部落土地上的社区大学的社区创客空间的设计与在部落社区之间移动的创客空间的设计有何不同？每个模型的支持和约束是什么？2)在这两个不同的创客空间中实施的高-低技术制作活动如何支持美国印第安社区的文化响应制作和STEM学习？3)这些新的创客空间和活动如何影响青年、教师和社区对STEM学习的观念和兴趣？通过利用传统工艺实践、本土技术以及高低科技工具和材料的混合，该项目将扩大可用的创客活动范围，并拓宽我们对制作的定义，以涵盖通常被排除在创客文献和创客空间之外的工艺实践和本土技术。通过设计和开发为美国印第安人社区服务的本地和移动创客空间模式，将产生如何设计满足社区需求和促进STEM学习的创客空间的知识。就更广泛的影响而言，该项目将使制作活动和创客空间多样化，使服务不足的美国印第安社区能够更广泛地参与制作。一个关键的项目目标是批判性地探索制作作为一种民主化实践，可以扩大土著社区获得和参与STEM学习的机会。该项目是NSF“制造商致同事信”（DCL）项目（NSF 15-086）的一部分，是计算机与信息科学与工程（CISE）、教育与人力资源（EHR）和工程（ENG）部门的合作投资。

This project will develop culturally responsive making and makerspaces with Indigenous communities in Arizona and Utah. The investigators will work in and with these communities to design maker activities utilizing technologies that complement existing cultural practices where the communities are located. This will be done by addressing the following research questions: 1) How does the design of a community makerspace located at a community college on tribal lands differ from the design of a mobile makerspace that travels between tribal communities? What are the affordances and constraints of each model?; 2) How do high-low tech making activities implemented in these two distinct makerspaces support culturally responsive making and STEM learning in American Indian communities?; and 3) How do these new makerspaces and activities impact youth, teacher, and community conceptions of and interest in STEM learning? By leveraging heritage craft practices, Indigenous technologies, and a mixture of high-low tech tools and materials, this project will expand the range of available maker activities and broaden our definitions of making to encompass craft practices and Indigenous technologies, which are often excluded from the maker literature and makerspaces. Through the design and development of local and mobile makerspace models serving American Indian communities, knowledge of how to design makerspaces that meet community needs and foster STEM learning will be generated. In terms of broader impact, the project will diversify making activities and makerspaces in ways that allow broadened participation in making for underserved American Indian communities. A key project goal is to critically explore making as a democratizing practice that can broaden Indigenous communities' access to and participation in STEM learning. This project is a part of NSF's Maker Dear Colleague Letter (DCL) portfolio (NSF 15-086), a collaborative investment of Directorates for Computer & Information Science & Engineering (CISE), Education and Human Resources (EHR) and Engineering (ENG).