Aboriginal Identity: A Perspective on Hegemony and the Implications for Canadian Citizenship
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
National identity can be a difficult concept to define in Canada, a difficulty that may be particularly prevalent for Canada’s Aboriginal people. Identity, whether national or ethno-cultural, may be problematic to conceptualize for Aboriginal people because of dominant post-colonial influences that are reflected in everyday life. Identity, an individual's collective understanding of themselves as a unique, separate entity is frequently associated with ethnic and racial affirmations of distinctness. Consequently, Canada’s national identity may be fragmented by its various ethnic and racial groups. Canada’s Aboriginal people, who have been impacted by a history of European influence through colonization, have consequently struggled with the notion of Canadian identity, a struggle that is prevalent in the field of education. The following will be an exploration of the issues associated with Canadian identity, and how Aboriginal identity relates to that conception of citizenship development for Aboriginal students in Canadian schools. To support this exploration, this article will explore: (a) identity development in a postcolonial and transcultural society, (b) identity negotiation in contemporary Canadian society, and (c) the implications for citizenship development in Canadian education.Keywords: Aboriginal identity; hegemony; postcolonial; transcultural; citizenship
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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 | 0.001 | 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 | 0.003 | 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