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 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) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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".