Constructing Arguments Together: Redefining Participation in Mathematical Argument. Salvador Huitzilopochtli. Award Equity in Math Education Research Grants. National Academy of Education.
Dance for Land. Bridging Indigenous and Western Science to Build New, Placed-Based Approaches to Informal STEM Learning. PI Carolina Michel, Co-PI Julie Libarkin. NSF #2415369
This project will foster collaborative relationships between Western trained scientists and Aztec Dancers (Chicano, Latinx and Indigenous identities) through Place-Based informal learning experiences, conceptualized as community-driven field trips. The central question of the research is: ‘How could a dialogue in community, in which all knowledge is considered equally important, inform and transform community-driven, land-based, informal STEM learning?’ Embracing people of color, and their knowledges, involves transcending scientific boundaries, employing a systems science approach to include social and natural systems, and reconnecting with the essence of all sciences: human interaction with nature and each other.
D4L will engage members of the Danza Azteca in imagining, implementing, and reflecting on Place-Based Experiences (PBE), field trips in which the participants engage in Knowledge exchange and reflection. We propose a community-driven, relational model for collective science learning that foregrounds Indigenous approaches (land-based learning, holism, story-telling, etc.) in synergy with Western approaches. Our goals are to 1) build community agency to move towards educational self-determination, 2) leverage the unique Knowledges and experiences of the Danza community, and 3) generate new approaches to informal science education for people of color and mixed identities.
ReDDDoT Phase 1: Planning Grant: Supporting Culturally Centered Artificial Intelligence Literacy through Community-Engaged Partnerships. PI Lili Yan, Co-PI Julie Libarkin, Co-PI Caitlin Kirby, Co-PI Jennifer Gauthier. NSF #2427697
Partnerships for Liberation: Creating and sustaining university-Indigenous community relationships in the Philippines
This project aims to help provide a framework for how community engaged researchers can approach, sustain, and continue collaborations with Indigenous communities. By leveraging pre-existing relationships, my co-researchers and I will address this central question: How can institutions of higher education create partnerships that honor, uphold, and further Indigenous sovereignties and build toward Indigenous futurities, as conceptualized by an Indigenous community in central Luzon, Philippines? We endeavor for our work to serve as an example of how university-Indigenous collaborations can center relationality and Indigenous futurities for STEM scholars across the many stages of community partnerships through the use of critical autoethnography, storytelling, and Projects in Humanization (San Pedro & Kinloch, 2015). We seek to provide a case study and a generalized framework informed by our work with an Indigenous group that could serve as a template for scholars wanting to employ/already engaged in research with Indigenous communities around the world. Preliminary results indicate that relationality remains a paramount praxis upon which any partnership is built and that centering Indigenous futurities opens up possibilities for community engaged research.
PI Kriya Velasco