Enriching Aboriginal Engagement in Schools through Service-learning: The Biidaaban Experience
Bibliographic record
Abstract
This paper involves an inquiry into the effects and affects of service learning in a Biidaaban Youth Group (BYG) programme under the auspices of the Biidaaban Community Service Learning centre (BCSL) at a small northern Ontario university. Phenomenological, hermeneutical, and narrative inquiry approaches were applied to interviews with stakeholders in BYG including a First Nations’ parent, a school-aged child, a First Nations’ grandparent and Elder, an education community partner, and a university-student tutor. The concepts of pathic teaching and liberatory service learning help to frame the findings of this study. Analysis of the data evidenced authentic caring for self and other and genuine reciprocity that is transformative and enabled participants to attain a liberatory level of social change and social consciousness as key components of the high quality of service learning that is perceived by those who serve and those who receive service from this unit.
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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 | 0.004 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| 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".