"Role Models Can't Just Be on Posters": Re/membering Barriers to Indigenous Community Engagement.
Bibliographic record
Abstract
Current Canadian scholarly literature, education policy, and curricular documents encourage the participation of Indigenous community members as a key component of Indigenous Education reform. Guided by sharing circles conducted with Indigenous Elders, families, teachers, and support workers, we present community voices and experiences of Indigenous Education in an urban school board through poetic transcription. Our research suggests that four key barriers will have to be overcome in efforts to improve urban Indigenous Education: unwelcoming schools, professionalization of classroom teaching, colonized classrooms, and unilateral decolonization. Poetic transcription is used in this article to centre the voices of Indigenous participants as well as attempt to decolonize our approach to data dissemination of Indigenous voices as white, Euro-Canadian university-based researchers. La litterature savante, les politiques d’education et les documents curriculaires canadiens actuels encouragent la participation des membres des communautes autochtones comme element-cle de la reforme en matiere d’education autochtone. A partir des cercles de partage auxquels participaient les aines, les familles, les enseignants et les agents de soutien, nous presentons, par l’intermediaire de la transcription poetique, les voix et les experiences d’une communaute autochtone en milieu scolaire urbain. Notre recherche suggere quatre barrieres a surmonter dans le but d’ameliorer l’experience scolaire en milieu urbain : ecoles non accueillantes, professionnalisation de l’enseignement en salle de classe, salle de classe colonisee et decolonisation unilaterale. L’utilisation de la transcription poetique dans cet article a comme objectif de mettre en valeur les voix des participants de la communaute autochtone et de tenter de decoloniser, a titre de chercheurs universitaires blancs euro-canadiens, notre approche de dissemination des donnees reliees aux voix autochtones.
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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 | 0.021 | 0.034 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.030 | 0.027 |
| Scholarly communication | 0.011 | 0.009 |
| Open science | 0.003 | 0.014 |
| Research integrity | 0.003 | 0.006 |
| Insufficient payload (model declined to judge) | 0.014 | 0.002 |
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".