Indigenous Storytelling, Truth-telling, and Community Approaches to Reconciliation
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
I and is crucial to the cultural and political resurgence of Indigenous nations.According to Maori scholar Linda Smith, " ' e talk' about the colonial past is embedded in our political discourses, our humour, poetry, music, storytelling, and other common sense ways of passing on both a narrative of history and an attitude about history" ().For example, when conveying community narratives of history to future generations, Nuu-chah-nulth peoples have relied on haa-huu-pah as teaching stories or sacred living histories that solidify ancestral and contemporary connections to place.As Nuu-chah-nulth Elder Cha-chin-sun-up states, haa-huu-pah are "What we do when we get up every day to make the world good." Haa-huu-pah Indigenous Storytelling, Truth-telling, and Community Approaches to Reconciliation Jeff CorntasselChaw-win-is T'lakwadzi University of Victoria e Nuu-chah-nulth word haa-huu-pah is plural in its usage.Also, the ha'houlthee (chiefl y territories) of the Nuu-chah-nulth peoples cover approximately three hundred kilometres of the Pacifi c Coast of Vancouver Island, from Brooks Peninsula in the north to Point-no-Point in the south, and includes inland regions. e fourteen Nuu-chah-nulth First Nations are divided into three regions: Southern Region: Ditidaht, Huu-ay-aht, Hupacasath, Tse-shaht, and Uchucklesaht; Central Region: Ahousaht, Hesquiaht, Tla-o-qui-aht, Toquaht, and Ucluelet; and Northern Region: Ehattesaht, Kyuquot/Cheklesahht, Mowachat/Muchalaht, and Nuchatlaht.ESC .
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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 | 0.002 | 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 | 0.006 | 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