ALTERING PERCEPTIONS THROUGH INDIGENOUS STUDIES: THE EFFECTS OF IMMERSION IN HAWAIIAN TRADITIONAL ECOLOGICAL KNOWLEDGE (TEK) ON NON-NATIVE AND PART-NATIVE STUDENTS
Bibliographic record
Abstract
Abstract / Resume The Hawaiian People have a unique and detailed of their environment; one that is rarely experienced by most of inhabitants of islands. This paper presents a qualitative content analysis of how students of an undergraduate introductory course on Hawaiian traditional ecological (TEK) responded to course curriculum and instructional methodologies. The varied responses demonstrate importance of a TEK course to education. The paper also explores application and implications of incorporating such a course, and provides prospective educators with a model for curriculum and instruction of future courses on Indigenous environmental knowledge. Les Hawaiens possedent une connaissance unique et detaillee de leur environment, qui la plupart des residents des iles acquierent rarement. L'article present une analyse qualitative de contenu de la facon dont les etudiants d'un cours d'introduction du premier cycle universitaire sur le savoir ecologique traditionnel ont reagi au programme du cours et aux methodes d'enseignement. Les reactions variees demontrent l'importance d'un cours sur le savoir ecologique traditionnel dans l'education. L'article explore egalement la mise en oeuvre d'un tel cours et ses incidences, tout en offrant aux educateurs eventuels un modele de programme et d'enseignement des cours futurs sur les connaissances environnementales autochtones. What is Traditional Ecological Knowledge? Traditional Ecological Knowledge (TEK) refers to base acquired by Indigenous and local peoples over thousands of years through direct contact with environment. includes an intimate and detailed of plants, animals and natural phenomena, development and use of appropriate technologies for hunting, fishing, trapping, agriculture, and forestry, and a holistic knowledge, or 'world view' which parallels scientific discipline of ecology (Bourque & Inglis, 1993, p.vi). TEK can encompass spiritual, cultural, and social aspects as well as substantive and procedural ecological knowledge. Furthermore, TEK is both evolutionary and dynamic in perspective, and is frequently expressed in terms of roles, respect, and responsibilities (Doubleday, 1993). TEK is an attribute of societies (a) with historical continuity in resource use practices, and (b) that are usually non-industrial or less technologically developed; mostly Indigenous and/or tribal (Berkes, 1993). Chief Robert Wavey of Fox Lake First Nation of Manitoba states that the which Indigenous people hold of earth, its ecosystems, wildlife, fisheries, forests and other integrated living systems is extensive and extremely accurate (1993, p.11). TEK is specific to group that belongs to. It is local and can include customary rules and laws, rooted in values and norms of community from which developed. Hunn (1999) points out that is local because of its use, acquisition, and transmission: it is acquired via direct personal experience, is transmitted orally within a community, and is validated by its relevance to daily struggle to wrest a livelihood from one's land (pp.23-24). Because is local knowledge, TEK is also fragile. It is specific to its immediate environment and will not be entirely common to any other community. A consequence of this is that lives and dies with community that sustains and that sustains, but a benefit is that the value of TEK is additive across world's cultures (Hunn, 1999; p.24). As a whole, TEK systems embody cultural diversity of humanity, and must be preserved and practiced. Hunn (1999) states that in order to preserve full value of TEK, member of traditional community must be allowed to apply, maintain and modify as well as pass on to their descendants as still useful knowledge (p.27). It is vital to point out that TEK is still being eliminated on a daily basis through colonization, acculturation, and elimination of practitioners and potential practitioners; and through destruction of necessary unique environments and environmental resources. …
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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 | 0.003 | 0.007 |
| 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 | 0.003 |
| Scholarly communication | 0.003 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.005 | 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 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".