Decolonizing Education Through Outdoor Learning: The Learning Story of an Indigenous Kindergarten Teacher
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
This study examined the decolonizing pedagogy and practices of a First Nations \nkindergarten teacher. Indigenous communities across Canada and the world are currently \naffecting transformation in their schools by turning systems of colonial domination to \neducation that is locally controlled, culturally relevant, and empowering. The study \ninvestigated the teacher’s learning story, including her personal experiences with \neducation throughout her life, as well as her current practice as an educator, through both \nan Indigenous and non-Indigenous lens. The author and the teacher acted as coresearchers \nin this collaborative project. The exploration of this pedagogy and practice \nthrough these two perspectives sought to gain insight into potential solutions for \ndecolonizing education. This research is thus shared in the hope of bringing Indigenousdriven \nreconciliation into our classrooms by providing a decolonizing framework that can \nbe imparted to fellow educators. The researchers observed that decolonizing pedagogy, in \nthis instance, occurred through outdoor learning, culturally centred practices, as well as \nfamily and community connections. Such practices were determined to be deeply rooted \nin the teacher’s personal identity and experiences, stemming from an Indigenous \nepistemology and ontology.
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 | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.005 | 0.001 |
| Scholarly communication | 0.000 | 0.002 |
| 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 it