Bibliographic record
Abstract
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. …
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.006 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.013 | 0.003 |
| Scholarly communication | 0.006 | 0.007 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.114 | 0.035 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".