Teachings from Cree Elders: A Grounded Theory Study of Indigenous Leadership
Bibliographic record
Abstract
For the past two hundred and fifty years, the relationship between First Nations and Euro-Canadians, has shifted from an equal partnership to one of colonized and colonizer. Despite this history, First Nations people have shown resiliency, continuing to honor beliefs, values, and traditions. Constrained by Euro-Canadian government Indian Affairs polices, First Nations have not progressed economically or politically, but have been caught in the trap of administering their own poverty. The First Nations people are dying a slow death; thus, it is critical to examine their current reality, acknowledging that history does not begin with the arrival of the Europeans, but that the beliefs, values, and philosophies of the First Nations are embedded in their culture. Using a grounded theory approach, this study attempted to answer two questions: What are the core values and beliefs of the Cree people? And, how can these beliefs be used to reshape the Cree self-governance systems? To address these questions multiple, in-depth, and focus group interviews were held with seven First Nations members, all of whom speak Cree and are leaders from the Saddle Lake First Nations reserve. This study captured the stories of the Cree elders which included the gift of spirit and responsibility to the land that is embedded in the Cree language and the traditional knowledge that guides daily lives which dwells in the ceremonies. The voices of the participants explained that the imposition of the European systems of individualism, accumulation, and capitalism have contributed to the methodological and deliberate destruction of the core values and beliefs of the First Nations culture. Participants provided personal experiences of the colonial policies which have left them and their communities in the oppressed and dependent state they find themselves. However, the reawakening of First Nations ceremonies is one example of a resurgent force that is playing a central role in reclaiming the Cree gift and responsibility as First Nations people.
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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 | 0.021 | 0.020 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.003 |
| Science and technology studies | 0.019 | 0.023 |
| Scholarly communication | 0.008 | 0.006 |
| Open science | 0.004 | 0.007 |
| Research integrity | 0.002 | 0.008 |
| 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 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".