A Theoretical Basis for Addressing Culture in Undergraduate Mining Education
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
Communicating across cultural difference is a challenge for the mining industry as its attempts to gain social licence to operate in the traditional territories of Indigenous peoples. Industry organizations affirm their intention to respect communities and to develop mutually beneficial relationships, but because an understanding of culture is not a part of the mining engineer’s expertise, this goal cannot be fully realized. The undergraduate mining curriculum could address this deficiency through a critical study of culture and development of the dialogic communication skills associated with intercultural competence. Arguing that the epistemology of engineering is problematic in the cultural encounter, this paper examines, the ways in which disciplinary culture is transmitted and mechanisms for cultural change. With the objective of producing interculturally competent mining engineers, it outlines application of critical theories to deconstruct the hegemony of engineering knowledge and of communication theories to support a culturally-competent and effective approach to knowledges.
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 | 0.000 |
| 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 it