The Heartbeat of Na’a: Documenting One School’s Blackfoot Cultural Learning Journey
Bibliographic record
Abstract
In June 2019, students at an elementary school presented a Blackfoot/English opera and also wrote, illustrated and published Blackfoot/English books to showcase their 18-month-long Blackfoot learning journey. This collaborative story cannot be told in isolation by the researcher/designer alone. Together with the Elder who guided the work and the school principal, we will share the heart of this journey and the impact that this has had on pedagogy, school culture and relationships. Findings from this ethnographic study (Lassiter, 2005; Rappaport, 2008) within an Indigenous research paradigm (Chilisa, 2012; Donald, 2016; Wilson, 2008) highlight how wisdom and stories that are part of the land and how intentional and nurtured relationships with an Elder, with each other and with the animals led to a deeper appreciation of local place. It also created a stronger sense of engagement and belonging within the school for teachers and students. Within the conventional, privileged space of an opera, we created an open, ethical space that invited all students to thrive and participate (Ermine, 2007). Findings point to increased engagement by marginalized students in the land-based experiences, in the preparations for the opera and the book writing, and also in the opera performance itself. With video clips of the opera and samples of the books to lift our stories, this presentation aims to inspire action in the collective work of education for reconciliation. We see this journey as a gift to share with the world so that educators and leaders can create their own meaningful action across different contexts.
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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 | 0.003 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.004 | 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 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".