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创作和创作空间。调查人员将与这些社区合作，利用与社区所在地区现有文化实践相辅相成的技术来设计制造者活动。这将通过解决以下研究问题来完成：1)位于部落土地上的社区大学的社区创造空间的设计与在部落社区之间流动的创造空间的设计有何不同？每种模式的负担和限制是什么？2)在这两个不同的制造者空间中实施的高-低技术制造活动如何支持美洲印第安人社区的文化响应性制造和STEM学习？以及3)这些新的制造者空间和活动如何影响青少年、教师和社区对STEM学习的概念和兴趣？通过利用传统手工艺做法、土著技术以及高、低技术工具和材料的混合，该项目将扩大现有制作人活动的范围，并扩大我们对制作的定义，以涵盖通常被排除在制作人文献和制作人空间之外的手工艺做法和土著技术。通过设计和开发服务于美国印第安人社区的本地和移动创客空间模式，将产生关于如何设计满足社区需求的创客空间并促进STEM学习的知识。在更广泛的影响方面，该项目将使制作活动和制作空间多样化，允许更广泛的参与，为服务不足的美国印第安人社区制作作品。项目的一个关键目标是批判性地探索将STEM作为一种民主化做法，以扩大土著社区获得和参与STEM学习的机会。这个项目是NSF的Maker Dear Coreat Letter(DCL)投资组合(NSF 15-086)的一部分，该投资组合由计算机与信息科学与工程(CEISE)、教育与人力资源(EHR)和工程(ENG)的董事合作投资。

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).