Seeking Reform of Indigenous Education in Canada: Democratic progress or democratic colonialism?
Bibliographic record
Abstract
After several decades of calls for action, overall levels of educational participation and attainment among indigenous people remain much lower than those for Canadians as a whole. Beginning with an overview of recent educational trends, this paper seeks to understand why educational visions expressed by indigenous people several decades ago remain unfulfilled. Focusing on recent federal government legislation for First Nations education, the analysis highlights how government policies and public discourses frequently exclude and undermine indigenous people and their rights despite constitutional recognition of indigenous status within a liberal democratic context. These processes of “democratic colonization”, as the emergence of alternative movements such as Idle No More has made evident, reveal the continuing impact of colonization on indigenous people and their lands and communities, reinforced through many of the kinds of government policies, practices and public opinions around which the movement initially coalesced. This paper explores the various factors that facilitate and impede educational reform within this social context.
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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 | 0.006 | 0.012 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.003 |
| Science and technology studies | 0.028 | 0.020 |
| Scholarly communication | 0.011 | 0.003 |
| Open science | 0.002 | 0.006 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.004 | 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".