Ngā Tapuwae o ngā Mātua Tūpuna The Footprints of our Ancestors - The Role of Indigenous Culture in Promoting Development and Design in the Urban Environment: Insights from Vancouver and Waiwhetū
Bibliographic record
Abstract
Indigenous peoples throughout Canada and New Zealand have and continue to live within the urban environment, where they are commonly physically disconnected from their ancestral homelands. Indigenously grounded urban design and development principles provide an opportunity and mechanism to bring indigenous cultural connection within the urban environment. However, there still remains a gap in the incorporation of indigenous values, beliefs, principles and traditions within planning processes. Moreover, when indigenous values are recognised within the discourse of planning it is primarily done at the tribal or nation scale, therefore commonly neglecting the more pan-tribal indigenous values of the urban indigenous diaspora. The purpose of this research project is to explore this gap within the planning discourse from a First Nations and Māori perspective. The research project will use data drawn from four First Nation communities based within Vancouver, Canada and a predominantly Māori community in the Waiwhetū papakāinga based in Lower Hutt, Wellington. The research project illustrates how indigenous cultural values can be utilised in the development and design of urban environments. To achieve this, the research project argues that planners must develop policies and plans, which allow for and encourage indigenous communities to be decision makers in their urban environment and also allow them to drive their own projects according to their own values, traditions and customs.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
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 teacher head, 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".