I will use the left hand in school and the right hand at home: A two-eyed seeing approach
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
Globally, there are increasing demands to decolonize education. As a result, the integration of Indigenous Knowledges and worldviews into Early Childhood Education has become a pertinent issue. Few studies have examined methodological frameworks for integrating Indigenous Knowledges into early learning in Ghana. This article examined the integration of Indigenous Knowledge into Early Childhood Education at a rural primary school. A two-eyed seeing Indigenous methodology was employed to integrate the local Kasena Indigenous Knowledge into a Kindergarten 2 classroom environmental studies topics. The ages of the children ranged from 6-8 years. As the holders of Indigenous knowledge, two Kasena Indigenous Elders helped to integrate Indigenous Knowledge into topics by visiting the school to teach and take children out on outdoor learning activities. After this, in-depth interviews were held with research participants. This paper focuses specifically on the methodology employed and highlights some of the outcomes. The study found that adopting a two-eyed seeing approach: challenged Western Knowledge’s dominance over Indigenous Knowledge in early learning; provided a framework to guide practice for integrating Indigenous Knowledge; and created awareness of the existence of an Indigenous worldview.
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 | 0.002 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.002 | 0.002 |
| Scholarly communication | 0.002 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.001 | 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