Decolonizing Education: Nourishing the Learning Spirit (2013) by Marie Battiste
Bibliographic record
Abstract
Given the current North American political, economic, and cultural context, the question arises as to how people might nourish their learning spirits.As an educator and researcher, I have been taught to consider the effects on education, curriculum, and pedagogy of all I read and experience.It is evident that Marie Battiste thoughtfully considers a myriad of possible effects in her writing, as she provides a space for readers to ponder their own sources of nourishment.Her latest book, Decolonizing Education: Nourishing the Learning Spirit (2013), is a multi-faceted inquiry into how all education may be decolonized.For the first time in her writing, Battiste shares in detail her own roots, making the text come alive with stories of her childhood, her university studies and other educational experiences, and her ongoing pedagogical passions.These stories appear in each chapter where they are best able to illustrate particular responses to this pressing question of how one may find nourishment in learning.Organized into 10 chapters that each provide a different angle from which to consider the learning spirit, the book is informative, thoughtful, and motivated by activism.Battiste's work is premised on setting forth a new vision for education, one in which we as "[e]ducators must now reconceive what we thought we knew" (p.124).In Chapter 1, Battiste outlines how decolonizing education is for everyone, not just for Indigenous students, explaining how all Canadians will benefit from this decolonization.Battiste frames this entire text as a "critique of current Eurocentric education" and her book "advocat [es] for systemic change and trans-systemic reconciliations" (p.14).The academic reader is immediately drawn in to consider how this type of change may come about.Chapter 2, The Legacy of Forced Assimilative Education for Indigenous Peoples, outlines how current education systems in Canada perpetuate bias.Battiste makes her stance clear that "[t]he education system has not yet ensured that non-Indigenous children develop an accurate understanding of the Indigenous peoples in Canada and their knowledge systems, much less who is their neighbour" (p.32).She notes that all Canadian citizens are connected to assimilation and that both historical and contemporary relationships with First Nation, Mtis, and Inuit peoples and immigrant settler populations are not well understood.Furthermore, she asserts that "Aboriginal peoples in Canada and Indigenous peoples throughout the world are feeling the tensions created by a Eurocentric education system that has taught them to distrust their Indigenous knowledge systems, their elders' wisdom, and their own inner learning spirit" (p.24).This distrust has been ingrained, crushing the spirit and increasing self-doubt in many
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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 | 0.004 | 0.030 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 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".