Mining Aboriginal success: The politics of difference in continuing education for industry needs
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
This article uses a study of a northern School of Mining to interrogate questions about the relationship being negotiated between aboriginality and neoliberalism. Aboriginal Peoples have long fought for control over education as central to their right of self‐determination. There are now many examples of programming and policies oriented to Aboriginal people in Canadian public post‐secondary institutions. Alongside these Aboriginal gains, there has been a neoliberal restructuring of post‐secondary education. This restructuring has served to open spaces to contest established colonial rationalities, technologies of power, and normed subjectivities in education, but it has also increasingly oriented schooling to economic goals, particularly skilling workers for local labour markets. Through neoliberal reforms, Aboriginal Peoples have achieved new forms of increased recognition. Elements of these changes correspond to Aboriginal Peoples’ long‐standing demands and vital aspirations. However, neoliberal governmentality continues to condition the possibilities for change. I argue the intertwining of Aboriginal self‐determination with efforts to restructure education to better serve labour markets has shaped an aporetic terrain, where neoliberalism, under the banner of social justice, has itself become the vehicle for a limited version of justice demanded by marginalized communities. This advances a partial form of recognition which necessarily leaves aspects of Aboriginal claims unanswered.
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.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 it