Collaborative Research: Reimagining Educator Learning Pathways Through Storywork for Racial Equity in STEM

协作研究：通过故事工作重新构想教育工作者的学习路径，以实现 STEM 中的种族平等

• 批准号: 2224595
• 负责人: Beth Warren
• 金额: $ 66.66万
• 依托单位: Trustees of Boston University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2023
• 资助国家: 美国
• 起止时间: 2023-06-15 至 2028-05-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2224595&HistoricalAwards=false
• 关键词: Collaborative; Research; Reimagining; Educator; Learning

There is a pressing need for STEM educator learning models to substantively consider the diversity of STEM practices and values across social and cultural contexts, as well as how STEM fields are adapting to this diversity. As educators seek more meaningful approaches to equity that integrate everyday pedagogies, there is a further need to address how these pedagogies often reproduce inequitable STEM structures. This collaborative project seeks to address these challenges by designing, implementing, and studying an educator learning model that helps educators recognize and transform the moment-to-moment learning interactions that perpetuate racial inequalities across a myriad of STEM contexts. The project therefore aims to achieve two primary outcomes. First, to deepen educators' capacity to mediate the moment-to-moment tensions that arise between STEM concepts and practices privileged in schools, and those that attend to students' cultural and intellectual lives; and second, to generate knowledge on how to systematically support educators as they wrestle with the conceptual and ethical complexities of unjust STEM teaching and learning.This three-year study is structured around a series of modules grounded in storywork, an Indigenous knowledge-systems approach to centering minoritized learners' language, history, phenomenon-based storylines, and their racialized experiences of systemic racism when co-designing STEM learning opportunities. Through long-standing partnerships between project leaders and K-12 and higher education STEM educators serving Indigenous, Black, and Latinx youth and families, the iterative design of modules is informed by the analysis of educator learning trajectories when codesigning through storywork. In addition to incorporating modules into higher education programs (e.g., teacher education and various STEM disciplinary courses), broadly sharing resources and tools with communities, practitioners, and researchers through multimedia outlets as well as academic and practitioner-facing publications and presentations, the project has the potential to inform foundational theory on developing highly adaptable approaches for more racially- and educationally- just educator-student interactions in STEM spaces. This collaborative project is funded through the Racial Equity in STEM Education program (EDU Racial Equity). The program supports research and practice projects that investigate how considerations of racial equity factor into the improvement of science, technology, engineering, and mathematics (STEM) education and workforce. Awarded projects seek to center the voices, knowledge, and experiences of the individuals, communities, and institutions most impacted by systemic inequities within the STEM enterprise. This program aligns with NSF's core value of supporting outstanding researchers and innovative thinkers from across the Nation's diversity of demographic groups, regions, and types of organizations. Programs across EDU contribute funds to the Racial Equity program in recognition of the alignment of its projects with the collective research and development thrusts of the four divisions of the directorate.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.

迫切需要STEM教育者学习模型，以实质性地考虑社会和文化背景下的STEM实践和价值观的多样性，以及STEM领域如何适应这种多样性。随着教育工作者寻求更有意义的公平方法，以整合日常教学，因此进一步需要解决这些教学法通常如何再现不平等的STEM结构。该协作项目旨在通过设计，实施和研究一种教育者学习模型来解决这些挑战，以帮助教育者认识并改变时刻的学习互动，从而使各种STEM环境中的种族不平等永存。因此，该项目旨在实现两个主要结果。首先，为了加深教育者的能力，可以调解在学校特权的STEM概念和实践之间出现的时刻紧张局势，以及那些参加学生的文化和知识生活的紧张局势；其次，为如何系统地支持教育工作者与不公正的STEM教学的概念和道德复杂性作斗争。这些三年的研究围绕基于故事工作的一系列模块进行构建，这是一种本地知识 - 系统的方法，以中心少数化的学习者的语言，历史，历史，基于现象的故事情节和种族歧视的经验，并进行了种族歧视的经验。通过项目负责人与K-12之间的长期合作伙伴关系以及为土著，黑人和拉丁裔青年和家庭服务的高等教育的STEM教育者，通过对教育工作者学习轨迹进行分析时，通过故事工作进行编码时，可以为模块的迭代设计提供了信息。除了将模块纳入高等教育计划（例如教师教育和各种STEM学科课程）外，还通过多媒体媒体以及面向学术和实践者的出版物和演讲与社区，从业人员和研究人员广泛共享资源和工具，该项目还可以为开发高度适应性互动的基本理论提供更高的教育和教育的基础。该协作项目是通过STEM教育计划（EDU种族资产）的种族平等资金来资助的。该计划支持研究和实践项目，这些项目研究了对种族资产的考虑如何改善科学，技术，工程和数学（STEM）教育和劳动力。授予的项目旨在将个人，社区和机构的声音，知识和经验集中在STEM企业中最受系统性不平等影响。该计划符合NSF的核心价值，即支持来自全国各种人口群体，地区和组织类型的杰出研究人员和创新思想家。 EDU的计划向种族平等计划捐款，以表彰其项目与该局四个部门的集体研发和发展势头的一致性。该奖项反映了NSF的法定任务，并被认为是值得通过基金会的知识分子优点和更广泛的影响审查标准来通过评估来获得支持的。