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

支持 K-12 课堂中土著观点教学的变革性叙事计算模型

• 批准号: 2119630
• 负责人: Rogelio Cardona-Rivera
• 金额: $ 26.69万
• 依托单位: University of Utah
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2021
• 资助国家: 美国
• 起止时间: 2021-08-15 至 2024-07-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2119630&HistoricalAwards=false
• 关键词: Transformative; Computational; Models; Narrative; Support

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.

该项目将有助于满足在美国K-12教育中分享土著观点的国家需求。通过在社会研究课程中提供对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。该项目将减轻误解的潜在影响，如土著学生的文化认同沉默、脱节、较低的毕业率以及非土著学生缺乏文化能力。部落知识持有者通常会访问教室，逐个班级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，以适当地保护和分享土著知识、文化和观点。迄今为止，很少有研究考察土著代表在创造叙事技术中所起的作用，这些叙事技术旨在减轻课堂上土著代表的缺失。该项目将从土著视角开发新兴叙事技术，以支持教师和课堂学习。这项工作的广泛影响包括部落社区、K-12教育工作者、政策制定者以及其他希望扩大多样化知识、文化、教育和计算的代表的社区和教育组织的利益。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紧迫偏见问题，并扩展当前关于如何设计新形式的技术以实现更公平的未来的概念。拟议的项目将解构和文化上重新制定新兴技术的基础：底层计算模型、数据、算法和接口。首要的研究问题是：土著叙事的文化维持/振兴计算模型是什么样的？在与肖肖尼族西北部落和K-12教师的现有合作伙伴关系的基础上，项目团队将使用社会研究教室作为设计背景，通过计算模型解决土著知识和文化的代表性问题。拟议的工作旨在授权部落成员（重新）使用历史上长期存在的差异并对其社区造成重大伤害的技术，以开发代表他们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，保留土著历史，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驱动的设计方法吸引土著社区的有效策略和过程提供经验见解。该项目不仅有可能重新构想模型和算法的设计方式，还可能重新构想由谁来设计它们。该项目将为包括计算机科学、学习科学、心理学、土著教育、教师教育和社会研究教育在内的各个领域提供信息和推动。该奖项反映了美国国家科学基金会的法定使命，并通过使用基金会的知识价值和更广泛的影响审查标准进行评估，被认为值得支持。