Notice bibliographique
Résumé
Verna Kirkness, Creating Space: My Life and Work in Indigenous Education. Winnipeg: University of Manitoba Press, 2013. 208 pages. ISBN: 978-0-88755-743-9. $34.95 paperback.Creating Space is a valuable contribution to the field of Canadian education in general, and to Indigenous education in particular. After a long and distinguished career, Verna has returned to her home province of Manitoba. Her recounting of her life and work does read like a conversation over a cup of tea, but due to Verna's involvement in positions and roles at local, provincial, and national levels, it is a very enlightening chat for any reader interested in the historic progress of Aboriginal education in Canada. Her book makes fascinating reading and once began, could not put it down!Verna divides her story into seven chapters. Chapter one is devoted to telling about her family and her early school days. She notes that, unlike today, schools on the reserve did not have to follow provincial curriculum guidelines. An educator can appreciate the huge movement over the years, as today's curricula in Manitoba are outcomesbased; thus, schools and teachers on reserves, and anywhere else, can select materials that best suit their students. While not quite as old as Verna, and from Saskatchewan rather than Manitoba, recalled reading the same books as she did, and indeed, many of our textbooks were also covered in brown paper book jackets! With negative stories that seem to persist about the reserve school system, and particularly about residential schools, it is wonderful to hear about Verna's positive experiences: I believe that on the whole we had caring teachers. . . . My love for school was not deterred by any of them (5). She recounts being encouraged by non-Aboriginal teachers to continue her education, and makes no mention of any racism toward her from the largely nonAboriginal community in Teulon. Interestingly, Verna did not receive formal Indian status until later in life, and she dares to wonder if in some instances that helped her. She also notes that her community enjoyed activities often associated with Metis culture, for example square dancing and jigging (10).Verna talks about her teaching career in chapter two. She began teaching as a Permit Teacher after only six weeks of training, and then, after her first two years of teaching in a Metis community, she returned to Normal School and afterward went to her home community of Fisher River to teach. Her leadership potential was identified early on and she soon became a senior teacher. Verna also taught at Birtle Residential School as well as at Rossville Indian Residential and Day School at Norway House. Verna's recounting of her time at each school gives a different, more positive picture of such schools. She does note, however, that no one was thinking then of culturally-appropriate pedagogy or resources. …
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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 | 0,003 | 0,002 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,026 | 0,021 |
| Communication savante | 0,011 | 0,008 |
| Science ouverte | 0,002 | 0,008 |
| Intégrité de la recherche | 0,003 | 0,007 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,006 | 0,002 |
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 ».