RAPID: Co-Developing a Community-Based Science Education Curriculum Framework for Disaster Justice and Resilience: A Response to the 2022 Buffalo Blizzard

RAPID：共同开发基于社区的科学教育课程框架，以实现灾害正义和复原力：应对 2022 年布法罗暴风雪

• 批准号: 2326811
• 负责人: Noemi Waight
• 金额: $ 10万
• 依托单位: SUNY at Buffalo
• 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: 2023-09-15 至 2024-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=2326811&HistoricalAwards=false
• 关键词: RAPID; Co; Developing; Community; Based

This RAPID project responds to the Buffalo blizzard of 2022 (Buffalo, NY) by developing, with and for the community, a science education curriculum framework focused on disaster justice and resilience. This project will document the science education human and social impact of the blizzard by capturing the experiences, reflections, and needs of science teachers, Black and Brown community leaders, and families who were directly affected. This project is important for two main reasons. First, this extreme weather event exposed persistent economic and social injustices, as well as racial and class divides that place marginalized populations at a greater risk during extreme weather events. Second, the blizzard exposed glaring gaps in disaster education, and specifically disaster risk, reduction, and resilience in science education in the US. To address these gaps, the team will document the experiences, reflections, and needs of the Buffalo community. Also, the team will work with the community to develop a science education framework that will inform formal and informal community-based disaster justice and resilience in Buffalo and beyond. Findings from this project will be shared in the science education and climate justice spaces, and via community-designed forums and panels, and through multimodal media. Overall, this project will inform justice-oriented science education as well as disaster preparation and resilience that center the voices and humanity of those who are most vulnerable and impacted by disasters.This proposed work is framed by understandings of disaster resilience and disaster justice to promote science education for social justice in response to the Buffalo blizzard. Understanding the process of recovery after a disaster is critical to building resilience to future disasters. The role of education in building disaster resilience is critical, as emphasized by the U.N. Sendai Framework for Disaster Risk Reduction 2015-2030. This RAPID project has three main objectives: First, the team will conduct interviews with science teachers, community leaders, and families to document their experiences and reflections on the Buffalo blizzard in relation to weather and climate curriculum and instructional approaches and needs; community approaches to preparedness and needs, family needs, school support, and resources; cultural and racial impacts of climate-related disasters (in terms of loss of life and geographical impacts); and justice/injustice, resilience, and emotions. Second, the team will convene a coalition of science teachers, community leaders, families, science education researchers and scientists to discuss key findings from the interviews and identify overarching themes. Third, the team will develop guidelines for a science education curriculum framework on disaster justice and resilience for use in/out of school, co-developed with people who were directly impacted by the Buffalo blizzard. A social design-based experiment (SDBE) approach will guide this project. This iterative approach is appropriate for addressing urgent problems that impact vulnerable students and communities. The core principles of SDBE relevant to this project focus on history and historicity; the bringing of the past into the present; the use of a dynamic model of culture; an emphasis on resilience and change; and an end goal of transformation and sustainability. The main data sources are individual semi-structured interviews, coalition discussions, and artifacts (e.g., articles, news reports). This project aims to broaden the participation of urban science teachers serving approximately 500 K-12 students in schools that were impacted by the blizzard, Black and Brown community leaders working in youth services, public health, climate justice, food (in)security, and equitable mobility organizations; and Black and Brown families living in communities most impacted by the blizzard. This project is funded by the Discovery Research preK-12 program (DRK-12) that seeks to significantly enhance the learning and teaching of science, technology, engineering, and mathematics (STEM) by preK-12 students and teachers, through research and development of innovative resources, models, and tools. Projects in the DRK-12 program build on fundamental research in STEM education and prior research and development efforts that provide theoretical and empirical justification for proposed projects.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.

该 RAPID 项目通过与社区一起并为社区开发一个专注于灾害正义和复原力的科学教育课程框架来应对 2022 年布法罗暴风雪（纽约州布法罗）。该项目将通过捕捉科学教师、黑人和棕色人种社区领袖以及直接受影响的家庭的经历、反思和需求，记录暴风雪对科学教育、人类和社会的影响。该项目之所以重要有两个主要原因。首先，这次极端天气事件暴露了持续存在的经济和社会不公正，以及种族和阶级鸿沟，使边缘化人群在极端天气事件中面临更大的风险。其次，暴风雪暴露了美国在灾害教育方面的明显差距，特别是在灾害风险、减少灾害和恢复力方面的科学教育。为了解决这些差距，团队将记录布法罗社区的经验、反思和需求。此外，该团队还将与社区合作开发一个科学教育框架，为布法罗及其他地区正式和非正式的社区灾害正义和复原力提供信息。该项目的研究结果将在科学教育和气候正义领域、通过社区设计的论坛和小组以及多模式媒体进行分享。总体而言，该项目将为以正义为导向的科学教育以及灾害准备和复原力提供信息，以那些最脆弱和受灾害影响的人的声音和人性为中心。这项拟议的工作以对灾害复原力和灾害正义的理解为框架，以促进应对布法罗暴风雪的社会正义科学教育。了解灾难后的恢复过程对于增强抵御未来灾难的能力至关重要。正如《2015-2030 年联合国仙台减少灾害风险框架》所强调的那样，教育在建设抗灾能力方面的作用至关重要。该 RAPID 项目有三个主要目标：首先，团队将采访科学教师、社区领袖和家庭，记录他们对布法罗暴风雪与天气和气候课程以及教学方法和需求相关的经验和反思；社区应对准备和需求、家庭需求、学校支持和资源的方法；气候相关灾害的文化和种族影响（在生命损失和地理影响方面）；以及正义/不公正、复原力和情感。其次，该团队将召集科学教师、社区领袖、家庭、科学教育研究人员和科学家组成的联盟，讨论采访的主要发现并确定总体主题。第三，该团队将与受布法罗暴风雪直接影响的人们共同制定关于灾害正义和复原力的科学教育课程框架指南，供校内外使用。基于社会设计的实验（SDBE）方法将指导该项目。这种迭代方法适合解决影响弱势学生和社区的紧迫问题。 SDBE 与该项目相关的核心原则侧重于历史性和历史性；将过去带入现在；使用动态文化模型；强调韧性和变革；以及转型和可持续性的最终目标。主要数据来源是个人半结构化访谈、联盟讨论和工件（例如文章、新闻报道）。该项目旨在扩大为受暴风雪影响的学校中大约 500 名 K-12 学生提供服务的城市科学教师的参与，以及从事青年服务、公共卫生、气候正义、粮食安全和食品安全工作的黑人和棕色人种社区领导人的参与。公平流动组织；以及居住在受暴风雪影响最严重的社区的黑人和棕色人种家庭。该项目由 Discovery Research preK-12 计划 (DRK-12) 资助，旨在通过研究和开发显着加强 preK-12 学生和教师对科学、技术、工程和数学 (STEM) 的学习和教学创新资源、模型和工具。 DRK-12 计划中的项目建立在 STEM 教育的基础研究和先前的研究和开发工作的基础上，为拟议项目提供理论和实证依据。该奖项反映了 NSF 的法定使命，并通过使用基金会的智力价值进行评估，被认为值得支持以及更广泛的影响审查标准。