Recultivating Intergenerational Resilience: Possibilities for Scaling DEEP through Disruptive Pedagogies of Decolonization and Reconciliation.
Bibliographic record
Abstract
In the face of declining human-ecological systems, as well as intercultural and interspecies trauma, we are currently witnessing a renaissance of activist-orientated environmental education. In Canada, this work is increasingly viewed as part of a broader healing response of “DEEP” reconciliation work between Indigenous and non-Indigenous Peoples, and ultimately humankind and the planet. This article locates these themes of healing human-ecological trauma and Indigenous - non-Indigenous relationships, within the work of the International Resilience Network (IRN)—a community of practice which aims to collectively impact social-ecological resilience, in part through transformative pedagogical practices which simultaneously support Indigenous resurgence and develop epistemological and relational solidarity between Indigenous and non-Indigenous Peoples. Through our story of the IRN’s inaugural summit, we share our learnings of such pedagogical practices amidst the tensions and paradoxes inherent within a decolonizing agenda. -- Resume Confrontes au declin des systemes ecologiques et humains, et a un traumatisme interculturel et inter-especes, nous assistons actuellement a une renaissance de l’activisme au sein de l’education a l’environnement. Au Canada, on considere de plus en plus que cette approche releve d’un processus de guerison plus vaste, visant une profonde reconciliation entre les Autochtones et non-Autochtones et, au bout du compte, entre l’humanite et la planete. Dans notre article, nous relevons l’importance de ces themes dans le travail de l’International Resilience Network (IRN), une communaute de praticiens cherchant a favoriser la resilience socioecologique, notamment grâce a des pratiques pedagogiques transformatrices qui soutiennent la resurgence autochtone tout en developpant la solidarite relationnelle et epistemologique entre les peuples autochtones et non autochtones. A travers un compte rendu du premier sommet de l’IRN, nous degageons des lecons sur ces pratiques pedagogiques qui fleurissent parmi les tensions et les paradoxes inherents a cette colossale entreprise de decolonisation.
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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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 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 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".