Reconciling Epistemological Orientations: Toward a Wholistic Nishnaabe (Ojibwe/Odawa/Potawatomi) Education.
Bibliographic record
Abstract
The education of First Nations people has been used primarily for assimilation purposes. The last 30 years have witnessed the beginnings of First Nations' control of education with the primary impetus being selfdetermination. Achieving self-determination through education has been hindered by the social and cultural problems associated with colonization. To combat colonization and effect healing, the concept of wholistic education has been offered. Wholistic education describes the pedagogical approach that develops the whole First Nations child: intellectually, spiritually, emotionally, and physically. A wholistic education is compatible with traditional tenets of Native peoples' conceptualizations of well-being and the good life. The standardized Ontario provincial curriculum obstructs selfdetermination by interrupting the transmission from Elder to child of Indigenous knowledge, and understanding of the earth, omitting Indigenous perspectives on history, presenting Indigenous world views as irrational and unscientific, and not using Indigenous languages. Wholistic education can effect cultural survival by providing an education that affirms Indigenous world views and traditions, restores the role of the land and Nature as teachers, teaches history from a Native perspective, restores the Elders to their rightful place as transmitters of Indigenous knowledge, reconnects the generations, and uses Native languages as the medium of instruction. (Contains 19 references.) (TD) Reproductions supplied by EDRS are the best that can be made from the original document. Reconciling Epistemological Orientations: Toward a Wholistic Nishnaabe (Ojibwe/Odawa/Potawatomi) Education
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 | 0.018 | 0.010 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.002 |
| Science and technology studies | 0.015 | 0.044 |
| Scholarly communication | 0.013 | 0.011 |
| Open science | 0.003 | 0.013 |
| Research integrity | 0.003 | 0.007 |
| Insufficient payload (model declined to judge) | 0.002 | 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 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".