Transformative Computational Models of Narrative to Support Teaching Indigenous Perspectives in K-12 Classrooms

该项目将有助于在美国的K-12教育中分享土著观点的国家需要。通过在社会学课程中提供土著叙述的准确表述，该项目将解决对土著人民及其社区的误解。该项目将减轻文化认同沉默、文化脱节、土著学生毕业率低以及非土著学生缺乏文化能力等虚假陈述的潜在影响。部落知识持有者经常访问教室，逐班分享他们的历史和观点，这有可能使土著社区负担过重。技术可以支持教师和土著社区发展可持续的进程和做法，以适当地保存和分享土著知识、文化和观点。到目前为止，很少有工作研究土著代表在创造叙事技术方面的作用，这些技术旨在缓解课堂上土著代表的缺乏。该项目将从土著的角度开发新的叙事技术，以支持教师和课堂学习。这项工作的更广泛影响包括部落社区、K-12教育工作者和政策制定者以及其他社区和教育组织的利益，他们希望扩大不同知识、文化、教育和计算的代表性。拟议的工作建立在现有努力的基础上，以解决新兴技术中嵌入的偏见的紧迫问题，并扩展如何设计新形式的技术以实现更公平的未来的现有概念。拟议的项目将解构和重新阐述新兴技术的基础：基础计算模型、数据、算法和接口。首要的研究问题是：土著叙事(S)的文化维系/复兴计算模型是什么样子的？在与肖肖尼民族西北乐队和K-12教师现有伙伴关系的基础上，项目小组将利用社会学课堂作为设计背景，通过计算模型解决土著知识和文化的表现问题。拟议的工作旨在使部落成员能够(重新)利用历史上长期存在的不平等并对其社区造成重大伤害的技术，以开发代表他们的存在和认识方式的原型。这些原型将是部落创造的设计体验，可以保存土著历史，并有效地与四年级教室的学生分享。该项目将为如何通过社区主导的设计方法使土著社区参与的有效战略和进程提供经验性的见解。该项目不仅有可能重新想象模型和算法是如何设计的，而且还可能重新想象是谁设计了它们。该项目将宣传和推进不同的领域，包括计算机科学、学习科学、心理学、土著教育、教师教育和社会研究教育。该奖项反映了NSF的法定使命，并通过使用基金会的智力优势和更广泛的影响审查标准进行评估，被认为值得支持。

This project will contribute to the national need for sharing Indigenous perspectives in US K-12 education. By providing accurate representations of Indigenous narratives within social studies curricula, this project will address misconceptions of Indigenous peoples and their communities. The project will mitigate potential impacts of misrepresentations such as cultural identity silencing, disconnection, and lower graduation rates for Indigenous students and lack of cultural competence for non-Indigenous students. Often, Tribal Knowledge Holders visit classrooms and share their histories and perspectives class by class, which has the potential to overburden Indigenous communities. Technology can support both teachers and Indigenous communities to develop sustainable processes and practices to appropriately preserve and share Indigenous knowledge, culture, and perspectives. To date, little work has examined the role of Indigenous representation in the creation of narrative technologies designed to mitigate the lack of Indigenous representation in the classroom. This project will develop emerging narrative technologies from an Indigenous perspective to support teachers and classroom learning. The broader impact of the work includes benefits for tribal communities, K-12 educators, and policymakers, and other community and education organizations that wish to expand representations of diverse knowledge, cultures, education, and computations.The proposed work builds on existing efforts to address pressing issues of bias embedded in emerging technologies and expand current notions of how to design new forms of technology for more equitable futures. The proposed project will deconstruct and culturally reformulate the basis of emerging technologies: the underlying computational models, data, algorithms, and interfaces. The overarching research question is: What does a culturally sustaining/revitalizing computational model of Indigenous narrative(s) look like? Building on an existing partnership with the Northwestern Band of the Shoshone Nation and K-12 teachers, the project team will use the social studies classroom as a design context to address issues of representation of Indigenous knowledge and culture via computational models. The proposed work seeks to empower Tribal members to (re)engage technologies that have historically perpetuated disparities and caused significant harm to their community to develop prototypes that represent their ways of being and knowing. The prototypes will be Tribally-created design experiences that preserve Indigenous history and effectively share it with students in fourth grade classrooms. This project will offer empirical insights for effective strategies and processes of how to engage Indigenous communities through a community-driven design methodological approach. The project has the potential to reimagine not only how models and algorithms are designed, but also who designs them. This project will inform and advance diverse fields including computer science, learning sciences, psychology, Indigenous education, teacher education, and social studies education.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.