LEARNING TO SEE WHAT THEY CAN'T: DECOLONIZING PERSPECTIVES ON INDIGENOUS EDUCATION IN THE RACIAL CONTEXT OF RURAL NOVA SCOTIA
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
ABSTRACT. Frequently members of dominant groups understand problems of inequity as being rooted in the 'oppressed group.' Less often do members of dominant groups understand their own implication in oppression. In this self-study involving predominately white teachers in rural Nova Scotia, the author describes the process of her own and these teachers' struggle to more clearly understand their social location and the implications of power and privilege for their work in classrooms. Various lenses of critical theory, antiracism and feminism guide the work. APPRENDRE A VOIR CE QU'ILS NE PEUVENT VOIR: DECOLONISER LES POINTS DE VUE SUR L'EDUCATION DES AUTOCHTONES DANS LE CONTEXTE RACIAL DE LA NOUVELLE-ECOSSE RURALE RESUME. Il est frequent que les membres des groupes dominants interpretent les problemes d'iniquite comme etant enracines dans le « groupe opprime ». Il est plus rare que les membres des groupes dominants comprennent le propre role qu'ils jouent dans l'oppression. Dans cette auto-analyse qui interesse avant tout les enseignants de race blanche dans la Nouvelle-Ecosse rurale, l'auteur decrit la lutte menee par ces enseignants pour mieux comprendre leur situation sociale et les repercussions du pouvoir et des privileges pour leur travail en classe. Divers objectifs de la theorie critique, de l'antiracisme et du feminisme orientent ces travaux.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.004 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 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