Ceremonies of Relationship
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
Indigenous communities from around the world, and particularly marginalized youth from within these communities, have not always been adequately included and valued as potential collaborators in various research processes. Instead, research has relegated Indigenous youth to subjects where adults, operating primarily from Western knowledge positions and assumptions, remain the experts. Given the role of research in informing programs and policies, the ways research meaningfully engages and includes Indigenous youth are of key concern. This article presents experiences gained throughout the duration of a study that sought to identify the knowledge, resources, and capabilities required to support the health, resilience, and well-being of Indigenous youth within an urban Canadian context. In particular, this article focuses on methods and approaches of integrating Indigenous knowledge systems throughout the research process and how this can in turn foster meaningful and transformative engagements with Indigenous youth. We argue for the importance and value of traditional cultural practices and knowledge systems and what we call ceremonies of relationships, existent within Indigenous communities around the world, and how their integration in research processes can support constructive and meaningful engagements with Indigenous youth research collaborators.
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 | 0.014 | 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 | 0.001 |
| 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