Innovation Showcases
Building Hope: Stories of Practical Resistance View Digital Media
Innovation Showcase Julie Gabrielli
Our societal conversation has shifted from climate denial to despair, but between these extremes lies hope, a necessary ingredient for effective action. Research shows that many people feel loss and grief due to climate change and environmental degradation. Students preparing for environmental careers must confront these difficult emotions and channel their despair into action. This podcast and accompanying website feature seven recent graduates of the University of Maryland School of Architecture, Planning & Preservation, in conversation about their environmentally visionary master’s thesis projects and their experiences bringing these ideas into their professional work. To produce this project, we used the research tools of architects – the case study and collective discovery – to create new knowledge and perspectives. These tools contribute to solving architectural, social, political, economic, and environmental problems holistically. Trained to think about the big picture, our school's disciplines engage stakeholders to envision and collaborate on innovative strategies. Academic research on podcasts is still emerging, but data on the medium is considerable and its effects are growing; the New Yorker has claimed that the medium is ‘humanizing the news”. In combination, this tool presents an exciting opportunity to explore how to broaden the impact of architectural sustainability research through the following questions: 1) Can built environment designs that prioritize sustainability features and seek to repair environmental degradation be made more accessible through a storytelling medium; and 2) how does the medium of the podcast accelerate student conversation and leadership around sustainable design and activate the role of hope?
Translating Mesoamerica : Princeton's Nahuatl Manuscripts in the Digital Age View Digital Media
Innovation Showcase Nadia Cervantes Perez
I explain the contributions of the project "Translating Mesoamerica," a user-friendly platform showcasing transcriptions and translations of key Nahuatl manuscripts from Princeton University's Mesoamerican collection. This initiative not only provides accessibility to these invaluable materials in English and Spanish but also addresses a critical gap in Indigenous Studies. The project's focal point is the documentation of colonial life in Mexico and Central America through Indigenous languages. I will explain how these manuscripts illuminate the myriad ways in which Indigenous communities navigated and reshaped Christianity, European legal systems, and Western knowledge to meet their unique needs. Crucially, this presentation emphasizes the project's role in filling historical silences, shedding light on the intricate dynamics of Indigenous adaptation during the colonial period. "Translating Mesoamerica" stands as a testament to the resilience and agency of Indigenous peoples, providing a nuanced perspective on life in the Americas under Spanish rule. Furthermore, I elucidate how this electronic publication becomes a key resource in the evolving landscape of digital humanities projects. By centering Indigenous voices, it not only enriches scholarly discourse but also aligns with the broader commitment to inclusive historical narratives.
Understanding Locally, Thinking Globally: Project and Community Based Learning in the Language Classroom View Digital Media
Innovation Showcase Iris Hauser
In an increasingly interconnected society characterized by its cultural diversity, mobility, multilingualism, and multiculturalism, promoting intercultural understanding is essential for nurturing informed global citizens. This study explores the transformative potential of decolonial, responsible, culturally focused research projects in language program curricula designed to enhance community engagement and cultural awareness within students' local communities. By immersing students in meaningful research experiences that celebrate the cultural diversity surrounding them, these projects can serve as catalysts for fostering empathy, intercultural competence, second language acquisition, and an appreciation of the diverse communities that surround them. In this presentation, I will describe and provide examples of research projects conducted by students in intermediate-advanced Spanish language courses. These projects delve into the customs, traditions, languages, and social practices of the local Spanish-speaking communities surrounding Princeton University, as well as Spanish-speaking communities within Princeton University. This study also examines the ways in which the traditional and colonial models of studying Spanish-speaking communities, where students gather and interpret data from a community without considering community input and histories, can be shifted to a more humanistic approach. In this approach, students challenge stereotypes, validate culture, and acknowledge the lived experiences of the members of the local communities. With this presentation, I aim to highlight the importance of promoting and implementing responsible cultural research practices in our language classrooms. These practices inform and empower students to become responsible members of their communities—empathetic, respectful, culturally aware citizens capable of fostering meaningful connections within their local communities.
