Embodying Decoloniality: Indigenizing Curriculum and Pedagogy
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
Decolonizing may be conceptualized through the interconnected processes of deconstructing colonial ideologies and their manifestations, and reconstructing colonial discourse through Indigenous counter'narratives. Given that the field of psychology is firmly rooted in colonial systems of thought, it is integral that professionals in psychology and allied disciplines engage in meaningful, beneficial work with Indigenous communities through actively decolonizing and Indigenizing research, practice, and education. This paper illustrates an embodied approach to decoloniality through Indigenizing curriculum and pedagogy in community psychology and allied fields. Drawing on both Indigenous research and experience, the author presents a framework for decolonizing and Indigenizing curriculum through: (a) deconstructing what is not working in service provision with Indigenous communities; (b) restor(y)ing colonial narratives through community'based Indigenous perspectives that highlight the importance of love, good relationships, Indigenous knowledge, local approaches to wellness, responsibility, identity/belonging, and the land/earth in community wellness; and (c) how Indigenous best practices may be engaged through community'based processes and transformations. The author then discusses how Indigenous pedagogies may be enacted using Indigenous protocols and ethics, talking circles, storytelling, and land'based pedagogies. The paper concludes with the author's reflections on the challenges and rewards of decolonizing and Indigenizing in conventional postsecondary educational systems.
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 | 0.001 | 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 | 0.001 | 0.002 |
| 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 it