DECOLONIZING MI'KMAW EDUCATION THROUGH CULTURAL PRACTICAL KNOWLEDGE
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. This article shares the stories of three Mi'kmaw teachers who are bringing their Aboriginal cultural practical knowledge into the school landscape through pedagogy and relationality, as they work towards the decolonization of their education system. Our notion of cultural practical knowledge relates to Connelly & Clandinin's personal practical knowledge. It is connected to the Mi'kmaw stories these teachers and their students construct and re-construct together as they work towards understanding and supporting the needs of students through applying teachers' own cultural practical knowledge. DECOLONISATION DE L'EDUCATION MI'KMAQ PAR LA CONNAISSANCE PRATIQUE CUlTURELLE RESUME. Cet article relate l'histoire de trois professeurs mi'kmaw qui mettent a contribution leurs connaissances pratiques culturelles autochtones dans le paysage scolaire par la pedagogie et la relationalite, tandis qu'ils s'evertuent a decoloniser leur systeme d'education. Notre notion de la connaissance pratique culturelle se rapporte a la connaissance pratique personnelle de Connelly et Clandinin. Elle est liee aux recits mi'kmaw que ces enseignants et leurs eleves construisent et reconstruisent ensemble afin de comprendre et de repondre aux besoins des eleves grâce a l'application des connaissances pratiques culturelles des enseignants.
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 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.002 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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