The path is made by walking: knowledge, policy design and impact in Indigenous policymaking
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
2020 threw into stark relief the fact that the impact of policy interventions in Indigenous affairs over the last decade and a half has been scandalously minimal. Explanations for this focus on technocratic themes such as implementation, leadership failure or lack of resources. The problem, however, is not a technical one, there is something wrong with the policy design related to Indigenous Australians. Policy design involves questions of not just what we know, but how we know, and how this knowledge is mobilized in and through policymaking. Policy impact Indigenous contexts is low precisely because contemporary policymaking excludes the knowledge and insights of Indigenous people. This makes important knowledge inaccessible to state and non-state actors, and fatally weakens policymaking. This paper appropriates the concept of metis to interrogate the root of policy failure in processes of epistemological exclusion and suppression that underpin modern statecraft is of critical importance to improving the impact of the Aboriginal and Torres Strait Islander policy enterprise. The chief contention is that improved impact in the Aboriginal and Torres Strait Islander policy enterprise hinges on centering Aboriginal metis at the epistemic, discursive, and conceptual core of the enterprise.
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 | 0.005 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.007 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| 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