The Indigenous Garden Project: Reflecting on Land-Based Education, Decolonizing and Garden Spaces in British Columbia’s K-12 Education System
Bibliographic record
Abstract
The Indigenous Garden Project was a garden classroom built for the Nala’atsi Program, an Indigenous alternate education program. The project, initially envisioned as purely a garden, was built into a Science 11 course for students attending the alternate program. Students, staff and community members contributed to the planning and building of the multi-use area. The garden contained over fifty different plants (including native plants used for food and medicines by Indigenous peoples), a greenhouse, and a cedar smokehouse. The project centered on Indigenous pedagogies, incorporated Elders and knowledge keepers into the learning space, and provided students with the opportunity to experience science in a hands-on experiential learning environment. This reflective paper outlines the beginnings, building process and end of the project. It details the experience of the garden for the author, several students and a Nala’atsi staff. The literature review discusses the importance of decolonization in education systems, issues regarding racism and settler colonialism in outdoor education, land-based learning versus place-based learning and the benefits of garden-based learning environments. Reflections and recommendation for educators who wish to begin a garden-based learning space are provided. The paper also provides reflections and requirements for educators about incorporating Indigenous education in a decolonizing way into their teaching.
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.
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 | 0.002 | 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 | 0.005 | 0.000 |
| 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 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".