Haq wil la hlo is sim : walk slowly on the breath of your ancestors : an examination of gift giving within post-secondary education.
Bibliographic record
Abstract
The purpose of this dissertation was to explore the values and traditions embedded in the Indigenous practice of gift giving to understand how this tradition can inform the work of Indigenization in post-secondary education. Seven Gitxsan Chiefs and seven Elders from Vancouver Island University were contributors to this study, sharing their perspectives in relation to how this practice connects to Indigenous epistemology and ontology. The Gitxsan feast system and crest pole framed the theoretical inquiry and methodology for this study. In addition, I drew on Kirkness and Barnhardt’s (1991) 4 R’s of respect, relevance, reciprocity and responsibility as an ethical framework for quality Indigenous education and provided a reinterpretation of the 4 R’s, identifying the 4 A’s of accommodation, acquiescence, affiliation and acceptance, as part of my personal analysis informing this study. I also utilized Kuokkanen’s (2007) concept of gift logic. Numerous findings were identified in this study. Primary among them was the understanding that Indigenous research, grounded in protocol and traditional practices, can be a catalyst for cultural reaffirmation leading to a deeper understanding of Indigenous philosophy. Second, the articulation of a Gitxsan Gift Giving Model identifying the values and principles consistent with Gitxsan philosophy. Third, an Indigenous research paradigm that is uniquely Gitxsan and indicative of a decolonizing approach to doing research. Fourth, the development of a Discursive Tool rooted in Indigenous philosophy as a method of inquiry to explore the distinctions and tensions related to the Indigenization process. Fifth, Goodness Theory: An Ethical Approach to Indigenization that centers Indigenous knowledge and emphasizes balancing a good heart and mind. The approach identifies specific Indigenous characteristics and principles that surround a way of knowing that can be a portal for dialogue in post-secondary education, a site of engagement for speaking our truths informed by our values.
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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 | 0.005 | 0.010 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.002 | 0.002 |
| Science and technology studies | 0.016 | 0.011 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.001 | 0.005 |
| Research integrity | 0.001 | 0.003 |
| 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".