Notice bibliographique
Résumé
As our feet rest upon mother earth and our faces are turned toward brother sun it is with great joy that we give thanks for all our relations. Understandings of self-in-relationship include Land, waterways, our animal relations as well as each other. As we turn our faces to the east and welcome brother sun this work reflects a new pathway dawning on the ways we think about and do Education. In this special issue we are turning away from past conceptions of Education. These conceptions have primarily focused on pathologizing students and educators and have often applied deficit theorizing approaches to identifying and understanding the issues. In communications about this issue, one of our colleagues Dwayne Donald shared his position on moving forward in conceptualizing Education. His call to action challenges educators and researchers to engage in more imaginative thinking that will deepen critical and thoughtful engagement and assist in understanding more fully the complex and tangled realities within Education. Within this issue we seek to address this call to action by resisting tendencies to report the struggles that have been reported in many other articles but instead chose to focus on ways that looked more deeply into understanding the reasons why people may struggle to bring thought into educational contexts. There is a tendency to look for tools and treat education and thought as buzz words or the new vogue. We are not interested in Indigenizing the academy or other education contexts. We are interested in exploring the more important questions revolving around examining what thought is and its multiple and shared expressions. We entitled this issue, Indigenous Education: Pathways to (Re)membering because, for us, it is important to recall that thought is rooted in and informed by ancient teachings, very old pedagogies and understandings of self-in-relationship. Within the current realities faced by educator and students, individuals are challenged to understand and implement these ancient teachings within current contexts in meaningful and respectful ways. We are not interested in perpetuating pan-Indianism or didactic pedagogies that continue to centre dominant western approaches within education. Neither does this issue provide cookie cutter models or tool kits that can be applied to education. Rather the articles in this issue, offer highly contextualized explorations of the myriad of ways that centre and privilege thought within educational contexts. Some offer highly developed approaches to engaging the issues associated with such work while others offer practical examples of implementation with a full consideration of the challenges associated with such implementations and the potential rewards. Voice is also an important consideration within the articles and many of the authors struggle with issues around positionality and the inclusion of various voices within the research. While some of the articles do directly address the tensions challenges and resistances within education, these articles are framed around an epistemology that centres thought within culturally aligned pedagogies that open up opportunities to understand such challenges in new and more complex ways. We begin our journey on the pathway to (re)membering by exploring understandings of land and self-in-relationship that inform current education contexts and broader educational realities. The place from which we begin our journey unfolds with Debassige's consideration of Aboriginal models of literacy within Anishinaabe traditional teachings in order to facilitate the ways knowledge may be taken up within educational contexts on Manitoulin Island. The next place on our jouney funds us with Styres, Haig-Brown and Blimkie who examine the possibilities of a pedagogy of Land within urban educational contexts in Central South Ontario. …
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,006 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,013 | 0,003 |
| Communication savante | 0,006 | 0,007 |
| Science ouverte | 0,001 | 0,005 |
| Intégrité de la recherche | 0,003 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,114 | 0,035 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».