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: 2224594
• 负责人: Carrie Tzou
• 金额: $ 110.65万
• 依托单位: University of Washington
• 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=2224594&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.

STEM教育者的学习模式迫切需要实质性地考虑STEM实践和价值观在社会和文化背景下的多样性，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方法来实现公平，将日常的教育学结合起来，还需要解决这些教育学如何经常重现不公平的STEM结构。这个合作项目旨在通过设计，实施和研究教育工作者学习模型来解决这些挑战，该模型可以帮助教育工作者认识和改变在无数STEM环境中使种族不平等永久化的即时学习互动。因此，该项目旨在实现两个主要成果。首先，加强教育工作者的能力，以调解学校中享有特权的STEM概念和实践与那些关注学生文化和智力生活的概念和实践之间随时出现的紧张关系;第二，生成关于如何系统地支持教育工作者的知识，因为他们与不公正的STEM教学和学习的概念和道德复杂性作斗争。这三个-一年的研究是围绕一系列模块接地故事，土著知识系统的方法，以集中少数民族学习者的语言，历史，基于现象的故事情节，以及他们的种族化的经验，系统的种族主义时，共同设计干学习机会。通过项目负责人与K-12和高等教育STEM教育工作者之间的长期合作伙伴关系，为土著，黑人和拉丁裔青年和家庭提供服务，模块的迭代设计是通过对教育工作者学习轨迹的分析来了解的。除了将模块纳入高等教育课程（例如，该项目将通过多媒体渠道以及面向学术和教育工作者的出版物和演示，与社区、从业者和研究人员广泛分享资源和工具，为STEM空间中更具种族和教育公正性的教育者与学生互动开发高度适应性的方法提供基础理论。这个合作项目是通过STEM教育计划种族平等（EDU种族平等）资助的。该计划支持研究和实践项目，调查种族平等因素如何影响科学，技术，工程和数学（STEM）教育和劳动力的改善。获奖项目旨在集中STEM企业内受系统性不平等影响最大的个人，社区和机构的声音，知识和经验。该计划符合NSF的核心价值观，即支持来自全国人口群体，地区和组织类型多样性的优秀研究人员和创新思想家。教育大学的各个项目为种族平等项目提供资金，以表彰其项目与董事会四个部门的集体研究和开发目标的一致性。该奖项反映了NSF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。