Indigenous learning on Turtle Island: A review of the literature on land‐based learning
Bibliographic record
Abstract
Land has played an integral role in Indigenous education since time immemorial. In Indigenous ways of knowing and being in the world, land is the basis of all life and therefore the foundation for all cultural and traditional teachings. Learning takes place in cooperation with the rhythms of everyday life, including land‐based activities such as hunting and gathering. This form of education is in contrast with western systems that continue to perpetuate colonialism through the erasure of Indigenous lives, cultures, and knowledge. The authors of this paper explore the meaning of land‐based learning, wise practices for its facilitation, and the barriers impeding the widespread practice of land‐based learning. The findings of this review have important implications for the revitalization and perpetuation of Indigenous knowledge, in an Indigenous way, among future generations. Land‐based learning, in its authentic form, is a powerful tool in the continuing process of decolonization. In being on the land, Indigenous and non‐Indigenous peoples are able to come together and draw strength from their ancestors, relationships, and histories in order to heal and transcend the trauma caused by past and present colonial processes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.003 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.006 | 0.009 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.001 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 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 source (direct Gemma or distilled Codex), 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".