Innu Oral Dominance Meets Schooling: New Data on Outcomes
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
In light of a major study on educational outcomes, this paper explores how Aboriginal language dominance and virtually exclusive use of oral communications in one Aboriginal group has been affected by its interaction with Western institutions. For several years negotiations have been undertaken among the Innu Nation of Labrador, the province of Newfoundland and Labrador, and the federal government over band status for the Innu, reserve creation and the development of locally controlled institutions. As part of the negotiations, a series of studies with Labrador Innu children, their families and teachers have produced rare data on Aboriginal children in relation to their schooling. The paper sketches factors relating to the history and practice of formal, Western schooling in Canada, followed by indicators of Canadian Aboriginal people's responses to schooling. A brief description follows of the Innu of Labrador, emphasising their unique history relative to Canadian Aboriginal groups in general. Following this, data from the recent study are outlined, providing evidence of almost complete failure of schooling for the Innu. Finally, these data are discussed as insights into how the Innu, and those responsible for providing schooling for them, value and react to factors in the situation.
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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 | 0.002 | 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