An Innovative Opportunity? Social Innovation, Entrepreneurship, and the Pedagogical Possibilities for Indigenous Learners
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
The need to indigenize curriculum in Canada is pressing. Education, however, is fraught and complex. Questions have been asked about the accessibility and applicability of traditional class-based educational paradigms and subject matter. Based on the limited courses currently on offer in Canada, the emergent social-innovation pedagogy seems to bear several points of sympathy or commonality with Indigenous pedagogies, including emphasis on experiential learning, reflection, and collaborative work. Indigenous pedagogies and ways of knowing cannot and should not be slotted into a Eurocentric educational paradigm. This article will begin to explore this possible pedagogical sympathy—an overlap between the two knowledge systems—with the support of a group of Indigenous business students interested in social innovation as a tool to help them build the resilience of their communities.RÉSUMÉIl existe au Canada un besoin pressant d’autochtoniser le curriculum. Il n’est pourtant pas toujours simple et facile de modifier le système éducatif, même si certains ont déjà mis en doute l’accessibilité et la pertinence du cours didactique traditionnel. À cet égard, on peut remarquer plusieurs affinités—y compris un accent mis sur l’apprentissage, la réflexion et le travail de collaboration par l’expérience—entre les pédagogies autochtones et la pédagogie émergente d’innovation sociale, malgré le nombre limité de cours de ce type offerts au Canada actuellement. Les pédagogies et manières de savoir autochtones ne peuvent pas, et ne devraient pas, être insérées dans un paradigme eurocentrique. Cet article entame l’exploration des affinités entre les deux systèmes de savoir en consultant des étudiants en commerce autochtones intéressés par l’innovation sociale comme outil pouvant les aider à rendre leurs communautés plus résilientes.
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 | 0.010 | 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 | 0.004 | 0.001 |
| Scholarly communication | 0.001 | 0.000 |
| Open science | 0.000 | 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