Engaging Indigenous Communities in Higher Education: An Analysis of Collaboration and Ownership in Alaska Native Teacher Preparation
Bibliographic record
Abstract
In 2008, our institution was awarded an Office of Indian Education pre-service teacher preparation grant intended to increase the number of Alaska Native/ American Indian teachers in Alaska. Our research examines grant objectives and outcomes, specifically related to the institution’s stated focus on “culturally responsive teacher preparation” and “preserving and advancing” Alaska Native languages and cultures. We also explore challenges and opportunities encountered during the development of a cultural mentoring community for Alaska Native pre-service teachers, facilitated through collaboration with two Alaska Native teacher community organizations. Our work is informed by foundational literature in Indigenous culture-based pedagogy (Demmert & Towner, 2003), Indigenous higher education (Brayboy, 2012), and culturally responsive/ culturally relevant pedagogy (Ladson-Billings, 1994). Decolonizing methodologies and TribalCrit (Castagno, 2012) are particularly significant in our analysis, as the institution’s mission, vision, and strategic directions initiatives appear to be at odds with outcomes that suggest a continuation of top-down, colonized practices that perpetuate marginalization of Alaska Native students.
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.
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 | 0.559 | 0.276 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.256 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.225 |
| 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; both teacher heads agree on what is shown here.
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".