Indigenous Stem Education: Perspectives from the Pacific Islands, the Americas and Asia, Volume 2
暫譯: 原住民STEM教育：來自太平洋島嶼、美洲和亞洲的觀點，第二卷
Chinn, Pauline W. U., Nelson-Barber, Sharon
相關主題
商品描述
Authors working in Eurocentric settings of schools and colleges--whether in the continental or island United States, Canada, Thailand, Taiwan or Chuuk--utilize storytelling, place, language and experiential learning to engage students in meaningful, highly contextualized study that honors ancestral knowledge and practices. They recognize that their disciplines have been structured and colonized by Eurocentric/American frameworks that lack storied, ethical contexts developed through living sustainablyin particular places. Recognizing that students seeking to enter STEM majors and careers now must be knowledgeable in multiple ways, authors describe innovative ways to immerse precollege learners as well as developing and practicing teachers in settings that intersect culture, place, heritage language, and praxis that enable Indigenous and local knowledge to become central to learning. Twenty-first century technologies of distance learning, digital story-telling, and mapping technologies now enable formerly marginalized, minoritized groups to share their worldviews and systems of knowledge.
商品描述(中文翻譯)
本書基於第一卷中所探討的各種原住民理論和研究，並將這些學習應用於學校、社區、教師教育和專業發展的介入措施。這是兩卷本系列的一部分，旨在應對日益增長的認識，即需要跨學科、跨文化和跨混合的學習，以促進科學和文化的理解，並使STEM（科學、技術、工程和數學）學習朝向更公正和可持續的未來，造福所有學習者。
在以歐洲中心主義為背景的學校和學院中工作的作者——無論是在美國本土或島嶼、美國、加拿大、泰國、台灣或楚克——利用故事講述、地方、語言和體驗學習來吸引學生參與有意義且高度情境化的學習，尊重祖先的知識和實踐。他們認識到，他們的學科是由缺乏故事性和倫理背景的歐洲中心/美國框架所結構化和殖民化的，這些背景是通過在特定地方可持續生活而發展出來的。認識到尋求進入STEM專業和職業的學生現在必須以多種方式具備知識，作者描述了創新的方法，讓大學前的學習者以及正在發展和實踐的教師沉浸在交織著文化、地方、傳承語言和實踐的環境中，使原住民和地方知識成為學習的核心。二十一世紀的遠程學習、數位故事講述和地圖技術使曾經邊緣化和少數化的群體能夠分享他們的世界觀和知識體系。
作者簡介
Pauline W. U. Chinn's great-grandparents arrived in Hawaiʻi when it was the Kingdom of Hawaiʻi and Hawaiian was the official language. After the Kingdomʻs illegal overthrow in 1893 and annexation by the United States in 1898, Hawaiian language was forbidden in education and government until a constitutional amendment in 1978. As a science teacher in Hawaiʻi's public schools, she used textbooks from the continental U.S. except in Plants and Animals of Hawaiʻi, a class for non-college bound students. Creating a place-based curriculum allowed her to intersect her fishing, hiking, and gardening experiences with western biology frameworks. Seeing students in this "terminal" class become engaged as their lives and places entered the curriculum led to doctoral research exploring the roles of culture, gender, language, place, and power in underrepresentation of Kānaka Maʻoli, descendants of Polynesian voyagers, in science, technology, engineering, and mathematics (STEM). At the University of Hawaiʻi at Mānoa, her teacher education and professional development projects funded by the U.S. Department of Education and the National Science Foundation support research and education to develop teacher leaders who create place-based, culturally sustaining, inquiry-oriented curricula inclusive of diverse and underrepresented students. This work led to establishing an Interdisciplinary M.Ed. Place-based, Sustainability and a Graduate Certificate in Sustainability and Resilience Education.
Sharon Nelson-Barber, a sociolinguist and Senior Program Director at WestEd, has lifelong personal and professional experience in Indigenous communities. Her interests in STEM began early on as she accompanied her father and grandfather while subsistence hunting and fishing. Much of her research, funded by the National Science Foundation, centers on understanding ways in which students' cultural backgrounds influence how they make sense of mathematics and science education. She also conducts studies aimed at developing more equitable assessment and testing methods that account for cultural influences. She closely collaborates with other Indigenous researchers and community partners across the US, the Northern Pacific islands of Micronesia, and parts of Polynesia. She is co-founder of POLARIS (Pivotal Opportunities to Learn, Advance and Research Indigenous Systems), a research and development network that promotes healthier communities by integrating Indigenous perspectives for thriving education futures. An ongoing project convenes Indigenous elders and scientists to document technical solutions to climate change from both Indigenous and western academic perspectives, and heighten international attention to the need to preserve cultures and societies amidst rising waters.
作者簡介(中文翻譯)
保琳·W·U·欽的曾祖父母在夏威夷還是夏威夷王國時抵達夏威夷，當時夏威夷語是官方語言。在1893年王國被非法推翻及1898年被美國吞併後，夏威夷語在教育和政府中被禁止，直到1978年憲法修正案通過。作為夏威夷公立學校的科學教師，她使用來自美國本土的教科書，除了在《夏威夷的植物與動物》這門針對非大學預備學生的課程中。創建基於地方的課程使她能夠將自己的釣魚、健行和園藝經驗與西方生物學框架相交織。看到這門“終端”課程的學生因為他們的生活和地方進入課程而變得投入，促使她進行博士研究，探索文化、性別、語言、地方和權力在科學、技術、工程和數學（STEM）領域中對夏威夷原住民（Kānaka Maoli）代表性不足的影響。在夏威夷大學馬諾阿分校，她的教師教育和專業發展項目由美國教育部和國家科學基金會資助，支持研究和教育，以培養能夠創建基於地方、文化持續、以探究為導向的課程的教師領導者，這些課程包容多元和代表性不足的學生。這項工作促成了跨學科碩士學位（M.Ed.）的建立，專注於基於地方的可持續性以及可持續性和韌性教育的研究生證書。
沙朗·尼爾森-巴伯是一位社會語言學家，也是WestEd的高級項目主任，擁有在原住民社區的終身個人和專業經驗。她對STEM的興趣早在陪伴父親和祖父進行自給自足的狩獵和釣魚時就開始了。她的許多研究由國家科學基金會資助，重點在於理解學生的文化背景如何影響他們對數學和科學教育的理解。她還進行旨在開發更公平的評估和測試方法的研究，考慮文化影響。她與美國、密克羅尼西亞北太平洋島嶼和部分波利尼西亞的其他原住民研究者和社區夥伴密切合作。她是POLARIS（學習、推進和研究原住民系統的關鍵機會）的共同創始人，這是一個促進健康社區的研究和發展網絡，通過整合原住民觀點來促進繁榮的教育未來。一個持續進行的項目召集原住民長者和科學家，從原住民和西方學術的角度記錄應對氣候變化的技術解決方案，並提高國際社會對於在水位上升的情況下保護文化和社會的必要性的關注。
