Workshop on North American Indigenous Learning

北美本土学习研讨会

• 批准号: 1743406
• 负责人: Mary Linn
• 金额: $ 4.89万
• 依托单位: Smithsonian Institution
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2017
• 资助国家: 美国
• 起止时间: 2017-08-15 至 2021-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1743406&HistoricalAwards=false
• 关键词: Workshop; North; American; Indigenous; Learning

This project is an interdisciplinary workshop on North American Indigenous learning. The Native American Languages Act, passed by the U.S. Congress in 1990, enacted into policy the recognition of the unique status and importance of Native American and Alaska Native languages. While most effort has concentrated on describing and teaching Native languages situated in cultural practices, and more recently on Indigenous knowledge systems, very little research has been conducted on Indigenous learning. The goal of this workshop is to identify and refine the major research questions that can guide the development of collaborative proposals to advance our understanding of Indigenous Learning through science-based evidence. This workshop will catalyze collaborations between Indigenous and non-Indigenous educators, language and cultural practitioners, and policymakers. Additionally it will help to develop a diverse community working towards science-based evidence to inform learning and educational practices, curriculum development, and policies in Indigenous communities and those with significant Indigenous student populations. Major scientific questions concerning Indigenous learning are still unanswered or not investigated. These questions include what the characteristics of a good learner are, what promotes learning, what is unique about learning in Indigenous North America, and what kinds of data and methodologies are needed to answer these questions. The twenty workshop participants drawn from multiple disciplines will broaden the range of perspectives brought to bear on learning and education. They include recognized experts in their fields, promising junior researchers, Indigenous elders or cultural representatives, and Indigenous participants from different Indigenous cultural areas in North America. The workshop will begin with a series of on-line video break-out sessions to identify the scope of research challenges, and will culminate in a two-day ideas lab workshop at the Center for Folklife and Cultural Heritage at the Smithsonian Institution. The workshop will enable interdisciplinary discussion and identification of important research problems to be addressed in Indigenous learning, and subsequently, how science-based evidence from such research could be used to inform educational practice and policy. Participation in the workshop and follow-up collaborations will foster participation of Indigenous scholars in the science of learning, and encourage experts from diverse fields and perspectives to lay the conceptual framework from which new research directions could emerge.

这个项目是一个关于北美土著学习的跨学科讲习班。美国国会于1990年通过了《美洲原住民语言法案》，将承认美洲原住民和阿拉斯加原住民语言的独特地位和重要性制定为政策。虽然大多数努力都集中在描述和教授位于文化实践中的土著语言，以及最近的土著知识系统，但对土著学习的研究很少。本次研讨会的目标是确定和完善主要的研究问题，这些问题可以指导合作提案的发展，从而通过基于科学的证据促进我们对土著学习的理解。本次研讨会将促进土著和非土著教育工作者、语言和文化从业者以及政策制定者之间的合作。此外，它将有助于发展一个多元化的社区，致力于以科学为基础的证据，为土著社区和有大量土著学生的社区的学习和教育实践、课程开发和政策提供信息。关于土著学习的主要科学问题仍然没有答案或没有调查。这些问题包括优秀学习者的特征是什么，什么促进了学习，北美土著学习的独特之处是什么，以及需要什么样的数据和方法来回答这些问题。来自多个学科的20名讲习班参与者将扩大对学习和教育的看法范围。他们包括各自领域公认的专家、有前途的初级研究人员、土著长老或文化代表以及来自北美不同土著文化区的土著参与者。研讨会将以一系列在线视频分组会议开始，以确定研究挑战的范围，并将在史密森学会民俗和文化遗产中心举行为期两天的创意实验室研讨会。讲习班将使跨学科讨论和确定土著学习中需要解决的重要研究问题，以及随后如何利用这些研究的科学证据为教育实践和政策提供信息。参加研讨会和后续合作将促进土著学者参与学习科学，并鼓励来自不同领域和观点的专家奠定概念框架，从而产生新的研究方向。