Science of Broadening Participation: CAREER: Disability, Experience, and Technological Imagination

这是一个教师早期职业发展(CALEAR)奖，是NSF向初级教师提供的一个有声望的奖项，他们通过杰出的研究、出色的教育以及在其组织使命范围内教育和研究的整合来体现教师-学者的作用。这一具体奖项支持一个综合研究和教育项目，该项目调查在残疾背景下的技术生活经历的叙事性描述。它将考察这些叙述与科学家和工程师理解和解释他们与残疾相关的工作的方式有何不同。目前，关于残疾技术的故事描述了改变生活的技术和技术乐观主义，这与残疾人讲述的关于他们选择使用的技术的故事有很大不同。研究人员还计划开展教育和外联活动，旨在让残疾人参与有关技术、工程和设计空间作为合作者和未来实践者的对话。她还将开发课堂、公共和开放获取的材料，其中包括残疾人关于技术的叙述，这些技术适当地证明了技术配置的模糊性和阻力；预计这些材料将用于补充现有的STEM教材。该项目突出了STEM关于残疾的实践与残疾的生活经历之间的脱节。通过考察关于技术的谈判的历史、叙述和背景，这项工作集中了残疾人社区拥有的关于残疾性质的专业知识，为在技术想象中考虑残疾人--更广泛地说，是技术中的身体--提供了另一种叙事。这份职业生涯计划试图将我们从STS和技术哲学中了解到的身体和偏见与残疾研究领域的第一人称观察和历史背景联系起来。由于STS领域带来了干预STEM实践的兴趣，这一建议的学术价值将产生超越学科界限的影响。通过各种媒体记录和传播这项研究，该项目对设计社区、学术科学和工程课程、辅助技术空间和残疾人社区具有潜在的影响。这个项目促进了STEM社区和他们想要服务的人之间更好的互动模式。这一奖项反映了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。

This is a Faculty Early Career Development (CAREER) award, a prestigious award that NSF provides to junior faculty who exemplify the role of teacher-scholars through outstanding research, excellent education and the integration of education and research within the context of the mission of their organizations. This specific award supports an integrated research and education project that investigates narrative accounts of the lived experience of technology in the context of disability. It will examine how these narratives differ from the ways in which scientists and engineers understand and explain their work related to disability. Currently, stories about technologies for disability feature accounts of life-changing technology and techno-optimism, which differs substantially from the stories disabled people tell about the technologies they choose to use. The researcher also plans to implement educational and outreach activities aimed at the inclusion of people with disabilities in conversations about technology, and about engineering and design spaces as collaborators and future practitioners. She will also develop classroom, public, and open-access materials that include narrative accounts from disabled people about technologies that appropriately bear witness to ambiguity and resistance to technological configurations; it is expected that these materials would be used to complement existing STEM educational materials.This project highlights the disconnects between STEM practice concerning disability and the lived experience of disability. By looking at the history, narratives, and context of negotiations about technology, this work centers the expertise possessed by disabled communities about the nature of disability, offering alternative narratives for considering disabled bodies in the technological imagination - and bodies in technology, more generally. This CAREER plan seeks to bridge what we know about bodies and biases from STS and philosophy of technology with first-person observation and historical context from the field of disability studies. Since the field of STS brings with it interest in intervention in STEM practice, the intellectual merit of this proposal will have impacts beyond disciplinary boundaries. By documenting and disseminating this research through various media, this project has potential impacts in design communities, academic science and engineering courses, assistive technology spaces, and disability communities. This project promotes better modes of engagement between STEM communities and the people they desire to serve.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.