Collaborative Research: Learning In and From the Environment through Multiple Ways of Knowing (LIFEways)

合作研究：通过多种认知方式在环境中学习（LIFEways）

• 批准号: 2218904
• 负责人: Nancy Maryboy
• 金额: $ 41.98万
• 依托单位: Indigenous Education Institute
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-09-01 至 2026-08-31
• 项目状态: 未结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2218904&HistoricalAwards=false
• 关键词: Collaborative; Research; Learning; Environment; through

Many urgent environmental challenges, from soil degradation and water pollution to global climate change, have deep roots in how complex systems impact human well-being, and how humans relate to nature and to each other. Learning In and From the Environment through Multiple Ways of Knowing (LIFEways) is based on the premise that Indigenous stewardship has sustained communities on these lands since time immemorial. This project is collaboratively led by the Indigenous Education Institute and Oregon State University’s STEM Research Center, in partnership with Native Pathways and the Reimagine Research Group, Swinomish Indian Tribal Community, Oregon Museum of Science and Industry, World Forestry Center, and a national park network in the Pacific Northwest. The aim of this partnership is to deepen the informal learning field’s understanding of how Indigenous ways of knowing are currently or can be included in outdoor learning environments such as parks, nature preserves, and tribal lands. The project will share practices that center Indigenous worldviews to build awareness of their value and enhance STEM learning in outdoor settings. These approaches engage Native community members in continuing their traditional knowledge and practices, and help non-Native audiences learn from the dynamic interrelationships of the environment in authentic, respectful ways. Conventional outdoor education is mostly grounded in Western concepts of “conservation” and “preservation” that position humans as acting separately from nature. This Research in Service to Practice project will identify “wise practices” that honor Indigenous ways of knowing, and investigate current capacities, barriers and opportunities for amplifying Indigenous voices in outdoor education. A team of Native and non-Native researchers and practitioners will draw upon Indigenous and Western research paradigms. Methods include Talk Story dialogues, a landscape study using national surveys, case studies, and a Circle of Relations to interpret and disseminate research findings. LIFEways will also document partnership processes to continue to build on the Collaboration with Integrity framework between tribal and non-tribal organizations (Maryboy and Begay, 2012). Findings from the LIFEways project will be shared broadly through a series of webinars, local and national meetings, conferences, and publications. This project is co-funded by the Advancing Informal STEM Learning (AISL) program, which seeks to advance new approaches to, and evidence-based understanding of, the design and development of STEM learning in informal environments. This includes providing multiple pathways for broadening access to and engagement in STEM learning experiences, advancing innovative research on and assessment of STEM learning in informal environments, and developing understandings of deeper learning by participants. With co-funding from the Directorate of Geosciences’ (GEO), Research, Innovation, Synergies, & Education (RISE) Program, this project will further advance efforts related to the application of traditional ecological knowledge to the geosciences.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.

从土壤降解和水污染到全球气候变化，许多紧急的环境挑战在复杂系统如何影响人类的福祉以及人类与自然之间以及彼此之间的关系方面有着深厚的扎根。通过多种知识（Lifeways）学习在环境中和从环境中学习是基于以下前提：自远古时代以来，土著管理一直在这些土地上维持这些土地的社区。该项目由土著教育研究所和俄勒冈州立大学的STEM研究中心共同领导，与本地途径和Reimagine Research Group合作，Swinomish Indian Tribal社区，俄勒冈州科学和工业博物馆，世界林业林业中心以及西北太平洋国家公园网络。这种伙伴关系的目的是加深非正式学习领域对当前或可以包括在公园，自然保护区和部落土地等户外学习环境中的土著知识方式的理解。该项目将分享以土著世界观为中心的实践，以增强其价值的认识并增强室外环境中的STEM学习。这些方法吸引了土著社区成员继续其传统知识和实践，并帮助非本地观众以真实，尊重的方式从环境的动态相互关系中学习。传统的户外教育主要基于西方的“保护”和“保存”的概念，将人类定位为与自然的作用。这项在实践项目中的研究将确定“明智的实践”，以尊重土著知识方式，并调查当前的能力，障碍和机会，以扩大户外教育中的土著声音。由本地和非本地研究人员和从业人员组成的团队将借鉴土著和西方研究范例。方法包括谈话故事对话，使用国家调查，案例研究的景观研究以及解释和传播研究结果的关系圈。 Lifeways还将记录伙伴关系流程，以继续与部落和非部落组织之间的诚信框架合作建立（Maryboy and Begay，2012年）。 Lifeways项目的发现将通过一系列网络研讨会，本地和国家会议，会议和出版物进行广泛分享。该项目由前进的非正式STEM学习（AISL）计划共同资助，该计划旨在推进对非正式环境中STEM学习的设计和发展的新方法和基于证据的理解。这包括提供多种途径，以扩大对STEM学习经验的访问和参与度，推进对非正式环境中STEM学习的创新研究，并发展参与者对更深入学习的理解。随着地球科学局（GEO），研究，创新，协同和教育（RISE）计划的共同资助，该项目将进一步促进与将传统生态知识应用于地球科学的应用相关的努力。该奖项反映了NSF的法规使命，并被认为是通过基金会的知识优点和广泛的actitia crietia crietia criteria criteria criteria criteria criteria criteria criteria criteria criteria crietia criteria criteria criteria criteria criteria criteria criteria criteria criteria criteria均值得一提。