Acknowledging and Shifting the Dynamics of Power: Building Equitable Partnerships Among Informal STEM Learning Practitioners, Researchers, and Communities

承认并改变权力动态：在非正式 STEM 学习从业者、研究人员和社区之间建立公平的伙伴关系

• 批准号: 2313994
• 负责人: Elysa Corin
• 金额: $ 14.32万
• 依托单位: Institute for Learning Innovation
• 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: 2023-09-01 至 2025-02-28
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2313994&HistoricalAwards=false
• 关键词: Acknowledging; Shifting; Dynamics; Power; Building

The National Science Foundation, particularly the Directorate for STEM Education, has long funded work to support collaborations between researchers and practitioners, and to promote the application of research to improve learning outcomes in formal and informal learning environments. Popular and successful approaches have included the development of online repositories that help practitioners access, understand, and apply research knowledge to their work. Increasingly, these efforts involve partnerships that require [1] acknowledging and navigating boundaries by being open and curious to learn about each other and [2] working across these boundaries since effective partnerships work at these intersections as ideas are exchanged and mediated. This project will enhance understanding of how practitioners and researchers can and should form equitable partnerships in service of supporting lifelong STEM learning in informal learning environments. It will also examine how "community" intersects with partnerships, and the different levels or scales of community with which an ISL partnership of researchers and practitioners may intentionally and equitably engage. This two-phase Partnership Development and Planning project is conducted by the Institute for Learning Innovation and Pueblo Collab LLC, a community-centered consulting organization focused on shifting organizational culture to build better relationships with communities. This project will focus on initial processes of building equitable ISL partnerships between practitioners and researchers by engaging in intentional exercises for co-thinking around issues of equity and power in ISL work. Grounded in Ferrell and colleagues' equity-in-mission and equity-in-process, these efforts are designed to build trust and shared understanding among partners while also confronting systemic power dynamics (and their roles in the team's prior partnerships). In Phase one, the core project members will test and refine the processes examining their own and each other's practices before widening the lens. In Phase two, an expanded group of ISL and ISL-adjacent researchers and practitioners will be engaged. Several claims will be scrutinized using co-constructed process evaluation: 1) Providing sufficient time and space for self-reflection and co-reflection conversations about power in ISL researcher-practitioner relationships can support the development of trust. 2) Providing such time and space to engage in this work is central to the co-creation of a shared research agenda. and 3) Iteratively addressing issues around power and trust is essential to creating a healthy, equitable, and lasting ISL researcher-practitioner partnership. By the end of this project the team will have a) created a strong and expanded partnership; b) developed a collection of conversation prompts and exercises specifically useful for developing equitable partnerships between researchers and practitioners in ISL contexts, c) considered how researcher-practitioner partnerships engage with the communities/public audiences, and d) identified future project ideas that ensure reciprocal benefits for the partners and communities involved. Processes will be shared broadly though a co-written blog series.This Partnership Development & Planning project is funded by the Advancing Informal STEM Learning (AISL) program, which supports projects that: (a) contribute to research and practice that considers informal STEM learning's role in equity and belonging in STEM; (b) promote personal and educational success in STEM; (c) advance public engagement in scientific discovery; (d) foster interest in STEM careers; (e) create and enhance the theoretical and empirical foundations for effective informal STEM learning; (f) improve community vibrancy; and/or (g) enhance science communication and the public's engagement in and understanding of STEM and STEM processes. By examining the foundational and sometimes problematic practices in the ISL field that must be interrogated to make meaningful change in this space, the project supports AISL's goal for broadening participation in STEM.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.

国家科学基金会，特别是STEM教育局，长期以来一直在资助支持研究人员和从业人员之间的合作的工作，并促进应用研究来改善正规和非正规学习环境中的学习结果。流行和成功的方法包括开发在线存储库，帮助从业者访问、理解研究知识并将其应用于他们的工作。这些努力越来越多地涉及到伙伴关系，需要[1]以开放和好奇的态度相互了解，[1]承认和跨越边界，[2]跨越这些边界工作，因为有效的伙伴关系在这些交叉点工作，因为思想被交换和调解。该项目将加强对从业人员和研究人员如何能够和应该建立平等的伙伴关系，以便在非正式学习环境中支持终身STEM学习的理解。它还将审查“社区”如何与伙伴关系相交，以及国际空间法研究人员和从业人员的伙伴关系可能有意和公平地与社区的不同层次或规模接触。这个分为两个阶段的伙伴关系发展和规划项目由学习创新研究所和普韦布洛合作有限责任公司实施，普韦布洛合作有限责任公司是一家以社区为中心的咨询组织，专注于转变组织文化，以建立更好的社区关系。该项目将侧重于在从业人员和研究人员之间建立公平的国际空间法伙伴关系的初步进程，方法是进行有目的的练习，共同思考国际空间法工作中的公平和权力问题。这些努力以法瑞尔和同事的使命公平和过程公平为基础，旨在建立合作伙伴之间的信任和共享理解，同时也面临系统性权力动态(以及他们在团队先前合作伙伴中的角色)。在第一阶段，核心项目成员将测试和改进流程，检查自己和彼此的实践，然后扩大镜头。在第二阶段，将有更多的ISL和毗邻ISL的研究人员和从业者参与进来。将使用共同构建的过程评估来仔细审查几个主张：1)提供足够的时间和空间来自我反省和共同反思关于ISL研究者和实践者关系中的权力的对话可以支持信任的发展。2)提供从事这项工作的时间和空间是共同制定共同研究议程的核心。3)反复解决围绕权力和信任的问题，对于创建健康、公平和持久的ISL研究人员-从业者伙伴关系至关重要。到本项目结束时，该小组将有：a)建立一个强有力的和扩大的伙伴关系；b)制定一系列对话提示和练习，特别有助于在国际空间法背景下发展研究人员和从业人员之间的平等伙伴关系；c)考虑研究人员-从业人员伙伴关系如何与社区/公众接触；以及d)确定确保合作伙伴和所涉社区互惠互利的未来项目想法。这一伙伴关系发展和规划项目由推进非正式STEM学习方案(AISL)资助，该方案支持以下项目：(A)促进研究和实践，考虑STEM非正式学习在公平和归属STEM中的作用；(B)促进STEM个人和教育的成功；(C)促进公众参与科学发现；(D)培养对STEM职业的兴趣；(E)创建和加强有效非正式STEM学习的理论和经验基础；(F)提高社区活力；和(或)(G)加强科学交流以及公众对科技教育和科技教育过程的参与和了解。通过审查ISL领域的基础性实践，有时是有问题的实践，必须进行审问才能在该领域做出有意义的改变，该项目支持AISL扩大STEM参与的目标。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。