“I Have the Worst Fear of Teachers”: Moments of Inclusion and Exclusion in Family/School Relationships among Indigenous Families in Southern Ontario
Bibliographic record
Abstract
Student success is facilitated by strong bonds between families and schools, including a shared sense of purpose and mutual trust. However, for Indigenous peoples these relationships are often broken, undermined by the legacy of residential schooling and assimilative educational practices. Drawing on interviews with 50 Indigenous (mainly Haudenosaunee, Anishinaabe, and Métis) and non-Indigenous parents and educators, this paper examines the ways in which issues of class and race shape interactions between teachers and Indigenous parents. The interviews reveal that legacies of racial discrimination against Indigenous peoples in schooling affect family/school relations among middle-class (MC) and lower-class (LC) parents in different ways. MC parents intensify relations with the school while, in comparison, LC parents tend to disengage as a consequence of their negative schooling experiences. Les relations étroites entre les familles et les écoles, et notamment leurs buts communs et leur confiance partagée, facilitent la réussite des étudiants. Toutefois, au sein des populations autochtones, ces liens sont pour la plupart rompus en raison des conséquences des pensionnats scolaires et des pratiques éducatives d'assimilation. Cette étude s'appuie sur des entretiens avec 50 parents et éducateurs issus de populations autochtones (principalement celles d'Haudenosaunee, d'Anishinaabe et de Métis) et non autochtones pour étudier la manière dont les questions de classe et de race affectent les interactions entre les enseignants et les parents issus de populations autochtones. Ces entretiens montrent que le passé discriminatoire des écoles envers les peuples autochtones a eu des répercussions différentes sur les relations famille/école, selon qu'il s'agisse de parents issus de la classe moyenne ou de parents issus d'un milieu pauvre. Les parents issus de la classe moyenne ont renforcé leurs liens avec l'école alors que les parents des classes inférieures tendent à se désengager du fait de leur expérience scolaire négative.
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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 | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.021 | 0.008 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.001 | 0.003 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 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".