Kris Gutierrez, Professor

Closed (1) Toward Equity by Design

Closed. This professor is continuing with Spring 2021 apprentices on this project; no new apprentices needed for Fall 2021.

This project seeks undergraduates that are interested in learning about how to design learning environments that center equity, sustainability, and the radical transformation of systems of inequality that emerge in educational contexts. Specifically, undergraduates will engage readings, data, and collaborate with other undergraduates and graduate students to develop analyses for how we can re-imagine what equity means in educational discourse. Through extensive analyses of social design-based experiments (SDBE's), URAP students will learn how we can;

1) Leverage the histories and repertoires of practice of non-dominant communities in learning ecologies

2) Co-design new tools and practices that bring the past as a resource into the future

3) Understand the function of diversity in conferring resilience to ecologies

4) Develop critical and world-making analyses for how we can re-imagine learning and schooling.

The learning outcomes and tasks of undergraduates are to:
1) Examine video data of conferences where faculty discuss social design-based experiments (SDBE's)
2) Participate in weely hour-long research group meetings to discuss analyses and findings
3) Create analyses cented around culture, equity, and power in education
4) Develop qualitative research methodologies and analyses as the team works toward presentations and publications

Day-to-day supervisor for this project: Isaac Felix

Qualifications: Undergraduate in 3rd or 4th year and/or transfer students (prefer students with an interest in the field of education) However, if you are a first year or second year and are interested in these topics, please do apply as you will be considered.

Weekly Hours: 9-11 hrs

Off-Campus Research Site: 2121 Berkeley Way Ofc 4426

Closed (2) The Coloniality of Statewide Literacy Testing and #OptOut as a Decolonial Option

Closed. This professor is continuing with Spring 2021 apprentices on this project; no new apprentices needed for Fall 2021.

The anti-testing opt-out movement is a grassroots movement in which parents/guardians choose not to have their children participate in their school’s statewide testing. This research is a social media ethnography in which we critically examine the discourse used in posts on Instagram, Facebook, Twitter, and Reddit to promote the movement. Informed by decolonial theory on language, literacy, and institutionalized knowledge, we explore motives for opting out, and how opt-out pushes against the role that standardized testing plays in reinforcing colonial ideologies about language, knowledge, and in turn, being. In doing so, we examine whether this resistance movement represents a possibility towards decolonizing literacy from within the U.S. education system.

The undergraduate research assistant’s tasks will include:

1. Screening for social media posts to include based on hashtags and dates
2. Assisting with coding posts using a qualitative coding system
3. Highlighting themes that emerge in the posts, and proposing new codes, as relevant
4. Checking in with the research supervisor weekly to discuss the project’s direction and emergent findings

The learning outcomes of this project are:

1. To understand the political motives of the opt-out movement as represented on social media
2. To examine the potential of the movement to push against colonial beliefs about education and academic achievement
3. For the undergraduate research assistant to gain skills in social media ethnography, data collection and cataloging, qualitative data coding, critical discourse analysis, and memoing.

Day-to-day supervisor for this project: Bryce Becker, Ph.D. candidate

Qualifications: The undergraduate research assistant will: 1. Be in their 3rd year or later; 2. Ideally have an interest in education, systemic inequity, decoloniality, and/or social media movements; and 3. Appreciate thoroughness and nuance, especially in the meaning of language.

Weekly Hours: 6-8 hrs

Off-Campus Research Site: This research can be done from home/remotely with virtual check-ins.

Closed (3) Writing Data Stories

Applications for fall 2021 are now closed for this project.

Writing Data Stories is a new project that seeks to reorganize how young people, especially linguistically and ethnoracially minoritized students, learn about and interact with data. A partnership including Bay Area schools, UC Berkeley, the Concord Consortium, North Carolina State University and the University of Texas at Austin, the project will engage middle school students in exploring scientific datasets about earth and the environment using flexible online data visualization and analysis tools. Typically, school data investigations use small datasets that students create themselves, or larger datasets that clearly illustrate simple relationships and are less connected to students’ lives. Our goal is instead for students to author “data stories” that reorganize everyday and scientific conventions to position students themselves and the complex issues they care about at the center of each data investigation. In the process, students will be supported in learning to elicit support for their cause, critically reflect on their experiences, craft scientific arguments, and manipulate or wrangle large datasets.

At the core of this reorganization is a syncretic approach where students deeply study everyday and scientific ways of knowing or doing that are traditionally in tension. This approach was developed specifically to support learners from nondominant backgrounds, including students identified as Dual Language Learners. We are interested in bringing together experience on the one hand, and data on the other. It is common for people to dismiss personal experiences as subjective and suggest that empirical data are objective truth. Of course, neither of these are correct––experience is empirical, and data are subject to measurement error, sampling error, bias, and omission. What’s more, personal experience can expose problems with data, and data can help situate and contextualize personal experience. Consider the Flint Water Crisis: Official data analyses contradicted resident reports for years with tragic consequences; citizen science efforts where residents collected their own data eventually exposed the city’s neglect. Writing Data Stories similarly seeks to put students’ personal experiences and public scientific datasets into direct conversation. In this way, students’ everyday knowledge and practices are just as valued as scientific knowledge and practices, inviting students more authentically into the practices of science as they learn them.

1) Analyze video and audio data we collected from the science classroom where we conducted our study.
2) Co-construct poster, paper, and multimodal conference submissions with graduate students and faculty on project
3) Attend weekly 2 hour meetings
4) Be a part of a community of learners working toward developing analyses that are consequential to non-dominant communities.

Day-to-day supervisor for this project: Collette Roberto, Staff Researcher

Qualifications: We are looking for diverse undergraduates from multiple backgrounds and research experience. If you are interested in the project and hoping to develop your qualitative research methodologies, consider this project.

Weekly Hours: 9-11 hrs

Closed (4) []-Space: Co-designing a culturally sensitive makerspace

Closed. This professor is continuing with Spring 2021 apprentices on this project; no new apprentices needed for Fall 2021.

This research project originated from a longstanding relationship between the Pinoleville Pomo Nation from Northern California and an interdisciplinary research group from UC Berkeley. After conversations with the Tribal Council and researchers’ participation in tribal gatherings, issues around well-being, and education were identified as areas of common interest. One of the tribe’s longstanding interests in STEM/STEAM/making Education opened up specific opportunities to engage in the co-design of a makerspace. However, given the history of colonialism and intended erasure of Indigeneity throughout the world, it has been central to this project to have opportunity to define the pillars of making and its sociopolitical values in a way that opens up a space for the enactment of the sovereignty of this particular Native American community.
As a first step to the co-design process this project seeks to investigate the beliefs and values implicit in the cultural practices of the members of the community and also study how making practices have embedded in them Indigenous worldviews. We see this set of notions feeding right into macro-scale questions connected to the kind of world/life/society the community envisions for their peoples. Meso and micro-scale questions (i.e., what are the contributions of Education and STEM/STEAM fields in the making and sustaining of that world/life/society?) will be addressed through the analysis of interviews and artifacts created during co-design workshops with the community. The findings will be translated into a set of design principles that will result in a plan for the implementation of the “[ ]-Space.” (The temporary label “[ ]-Space” has been used to refer to the program given that community members will choose the final name for the project as a small but symbolic way of enacting their self-determination).

We are looking for students who are passionate about education and are interested in learning how to analyze data. As part of the research team, you will engage in the reduction and analysis of the corpus of data. To be able to do so you will receive mentorship from the lead graduate student.
Tasks may include:
•Creating activity logs of interviews
•Fine tuning transcripts
•Coding data
•Creating data visualizations
, Ph.D. candidate

Qualifications: We are excited about diverse candidates who bring a unique perspective and background, who are passionate about education, and/or engineering education, and who are open to learning new things! Preferred qualifications: -You have experience working with indigenous communities -You are interested in social and environmental justice -You are part of an indigenous community - You are interested in Maker Education

Weekly Hours: to be negotiated

Off-Campus Research Site: Meetings will be virtual