The influence of Aboriginal literature on Aboriginal students’ resilience at the University of Saskatchewan
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Indigenizing the Academy is currently an aim of the University of Saskatchewan as the amount of Aboriginal students enrolling at the university is increasing each year. This position paper argues that increasingly including and valuing Aboriginal literature in university pedagogies may serve to create a university environment that better accommodates Aboriginal students. Aboriginal literature serves notable functions for all university students, as it teaches both Aboriginal and non-Aboriginal students about Aboriginal worldviews, history, and perspectives. Aboriginal literature helps students in three ways: it initiates healthy ways of coping with their struggles, increases their engagement in university learning, and leads to their personal growth and transformation while in university. Reading Aboriginal literature in the form of poetry, short stories, novels, or drama taps into their resilient nature of Aboriginal students and has the power to change their perceptions of their capabilities of succeeding in education. e-kwe-iyiniwastacik kihci-kiskinwahamâtowikamikohk ota University of Saskatchewan osâm tâk-ayiwâk e-âti-miceticik iyiniwak e-pe-kiskinwahamâkosicik. oma masinahikanis e-tastew nawac ta-miywâsin iyiniwasinahikana ka-âpacihta osâm oma ka-ati-miciticik. mistahi pakwâwiyak e-miywâsiniyek kohtinamâsiw. ka-kiskinwamâsiwak miyo-wicihtowin ekwa mina ka-nanistohtâtowak. oma masinahikanis kâ-masinahâkik, nikotwasik oki iyiniw-kiskinwamâkanak e-ki-kwecimecik tânisi e-isi-sâpostohtecik ekwa e-isi-ohpinikocik oma ka-âhkam-kiskinwamakosicik. ohi mina ka-ayamihtâcik tahto-iyiniwasinahikana mistahi wicihkowak kiyâm âhta ka-ayamaniyek, kiyâpic sâposkamok.
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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 | 0.010 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.007 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| 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 it