The Privilege of Not Walking Away: Indigenous Women’s Perspectives of Reconciliation in the Academy
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 release of the 2015 Truth and Reconciliation Commission (TRC) report titled “Honouring the Truth and Reconciling for the Future” has evoked a persistent call within learning institutions to Indigenize education, decolonize systems of power, and reconcile Indigenous–settler relations and knowledge. Within this context, the TRC’s “Calls to Action” are frequently invoked by institutions attempting to achieve just action. While reconciliation remains a complex, political, and settler-driven endeavour, there has been an effort to “fill the gap” with Indigenous presence, knowledge, and students within academic institutions. Given the limited research on the gendered aspect of reconciliation, our paper contributes to this conversation by examining the impact of the “filling effort” on our critical community work and the ways in which we as Indigenous women engage in reconciliation. By this, we mean the ways we live and understand reconciliation by looking inward toward each other as women, to learn from each other, and to lift each other up. Through a relational accountability methodology and mixed methods (Wilson 2008), we draw strength from our relational and resurgence approaches in an effort to capture our commitment, challenges, and transformative vision of reconciliation as Indigenous women in the academy.
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 | 0.011 | 0.009 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.002 |
| 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