An Investigation of the Role of Legends and Storytelling in Early Childhood Practices in a Kanien’kehá:ka (Mohawk) Early Childhood Facility
Bibliographic record
Abstract
Through the course of Indigenous history, cultural and spiritual knowledge remains, in many places as faint as the smoke rising from the embers of last night’s fire; in other places, with enough flame to ignite another log. In spite of the genocidal acts portrayed through colonialism’s experimentation through religious doctrine, residential school, legislation, treaties broken and unbroken, reservations, and spiritual disregard, the Indigenous peoples of Turtle Island remain living, breathing and believing that their history is alive through the oral stories of their beginnings and endings. Indigenous education can only be defined through the culture of the people themselves. Historical Indigenous education was transferred orally for thousands of years with very little disruption or inconsistencies; therefore distinct meanings and connections were continuously addressed through one’s lifetime through the wisdom of elder’s legends and stories. The investigation of the role of legends and storytelling in an early childhood setting in Kahnawa:ke, Quebec is portrayed through a combination of research literature, classroom observations and personal interviews documented as portraiture. The main finding was that cultural legends and stories familiar to historical, ceremonial and spiritual practices are vital to the cultural foundation of the Haudenosaunee (peoples of the longhouse or the Iroquois) and Kahnawake’hró:non (people of Kahnawa:ke).
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How this classification was reachedexpand
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 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, 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".