Partnerships for Social Change in the Canadian North: Revisiting the Insider–Outsider Dialectic
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
ABSTRACT In the two decades since Alexander Lockhart's seminal article on the insider–outsider dialectic in native socioeconomic development, a great deal of change has occurred in the Canadian North and new challenges have emerged for community‐based participatory research and development. This is particularly the case in the Northwest Territories, where Aboriginal communities are facing for the first time the triple challenges of Aboriginal land claims implementation, Aboriginal self‐government, and a boom in mining and petroleum development. Increasingly, participatory methods in research and community development are being co‐opted to serve state or corporate interests, far from their radical origins in movements for social change. A historical analysis is called for that accounts for the contradictory and contested social contexts in which participatory activities are imbedded. This article suggests that a return to the roots of the participatory method requires the creation of a new autonomous space of resistance. The academic outsider is uniquely positioned to facilitate critical interventions in both community and university contexts. The resulting convergence of critical outsider and insider has great potential in the forging of new knowledge that can contribute to self‐determination beyond the bounds of the state.
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 | 0.003 | 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 | 0.009 | 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