Workshop on North American Indigenous Learning

该项目是关于北美土著学习的跨学科讲习班。美国国会1990年通过的《美洲原住民语言法案》将承认美国原住民和阿拉斯加原住民语言的独特地位和重要性纳入政策。虽然大多数努力集中在描述和教授文化习俗中的土著语言，以及最近关于土著知识体系的研究，但关于土著学习的研究很少。这次讲习班的目标是确定和完善能够指导制定协作建议的主要研究问题，以通过科学证据促进我们对土著学习的理解。该讲习班将促进土著和非土著教育工作者、语言和文化从业人员以及政策制定者之间的合作。此外，它将有助于发展一个多样化的社区，致力于以科学为依据，为土著社区和那些拥有大量土著学生的社区的学习和教育做法、课程开发和政策提供信息。与土著学习有关的重大科学问题仍然没有得到回答或没有得到调查。这些问题包括一个好的学习者的特征是什么，是什么促进了学习，北美土著学习的独特之处是什么，以及需要什么样的数据和方法来回答这些问题。来自多个学科的20名讲习班参与者将拓宽学习和教育的视角范围。他们包括各自领域公认的专家、有前途的初级研究人员、土著长老或文化代表，以及来自北美不同土著文化地区的土著参与者。研讨会将从一系列在线视频分组会议开始，以确定研究挑战的范围，并将在史密森学会民俗生活和文化遗产中心举行为期两天的思想实验室研讨会。讲习班将有助于跨学科讨论和确定土著学习中需要解决的重要研究问题，以及随后如何利用此类研究的科学证据为教育实践和政策提供信息。参加讲习班和后续合作将促进土著学者对学习科学的参与，并鼓励来自不同领域和不同观点的专家为新的研究方向奠定概念框架。

This project is an interdisciplinary workshop on North American Indigenous learning. The Native American Languages Act, passed by the U.S. Congress in 1990, enacted into policy the recognition of the unique status and importance of Native American and Alaska Native languages. While most effort has concentrated on describing and teaching Native languages situated in cultural practices, and more recently on Indigenous knowledge systems, very little research has been conducted on Indigenous learning. The goal of this workshop is to identify and refine the major research questions that can guide the development of collaborative proposals to advance our understanding of Indigenous Learning through science-based evidence. This workshop will catalyze collaborations between Indigenous and non-Indigenous educators, language and cultural practitioners, and policymakers. Additionally it will help to develop a diverse community working towards science-based evidence to inform learning and educational practices, curriculum development, and policies in Indigenous communities and those with significant Indigenous student populations. Major scientific questions concerning Indigenous learning are still unanswered or not investigated. These questions include what the characteristics of a good learner are, what promotes learning, what is unique about learning in Indigenous North America, and what kinds of data and methodologies are needed to answer these questions. The twenty workshop participants drawn from multiple disciplines will broaden the range of perspectives brought to bear on learning and education. They include recognized experts in their fields, promising junior researchers, Indigenous elders or cultural representatives, and Indigenous participants from different Indigenous cultural areas in North America. The workshop will begin with a series of on-line video break-out sessions to identify the scope of research challenges, and will culminate in a two-day ideas lab workshop at the Center for Folklife and Cultural Heritage at the Smithsonian Institution. The workshop will enable interdisciplinary discussion and identification of important research problems to be addressed in Indigenous learning, and subsequently, how science-based evidence from such research could be used to inform educational practice and policy. Participation in the workshop and follow-up collaborations will foster participation of Indigenous scholars in the science of learning, and encourage experts from diverse fields and perspectives to lay the conceptual framework from which new research directions could emerge.