在ARIS与原住民青年的文化回应制作中连结空间与叙事

Kristin A. Searle, Teresa Casort, Breanne K. Litts, Stephanie R. Benson
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引用次数: 7

摘要

为了解决公平问题,我们需要与社区密切合作,重点关注教育是什么、如何教育、为谁教育以及在什么背景下教育。我们不是专门探索制作作为STEM学习的途径,而是研究土著青年如何使用增强现实和互动故事(ARIS)平台学习和记录基于社区的制作。根据一系列定性数据,我们提出了以下问题:(1)年轻人在他们的社区中对制造者、材料和文化意义学到了什么?(2)美国土著青年小组在他们的社区开发游戏的过程是怎样的?调查结果突出了土著青年如何学习并将文化知识融入他们的ARIS游戏。在讨论中,我们讨论了以社区为基础的制作的开始和结束如何有助于正在进行的关于文化响应制作的讨论,以及其他人可以从我们的经验中学到什么。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Connecting Space and Narrative in Culturally Responsive Making in ARIS with Indigenous Youth
Attending to issues of equity in making1 demands that we work closely with communities, focusing on what it is made, how it is made, for whom, and in what contexts. Rather than exploring making exclusively as a pathway to STEM learning, we examine how Indigenous youth learned about and documented community-based making using the Augmented Reality and Interactive Storytelling (ARIS) platform. Drawing on a range of qualitative data, we asked: (1) What did youth learn about makers, materials, and cultural meanings in their community? (2) What were the making processes of small groups of Native American youth tasked with developing games located in their community? Findings highlight how Indigenous youth learned about and incorporated cultural knowledge into their ARIS games. In the discussion, we address how beginning and ending with community-based making contributes to ongoing discussions about culturally responsive making and what others might learn from our experiences.
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