A global decolonial praxis of sustainability—undoing epistemic violences through critical pedagogies of place
Bibliographic record
Abstract
Ongoing ruptures in human–ecological relationality are driven by deep cultural and generational schisms within and between epistemologies, values, priorities and societal practices. The need for a profound epistemological shift within our relationships and societal structures (decolonization) remains as deeply necessary and urgent as ever. The scale and nature of changes necessary for Indigenous innovation work aimed at human-planetary continuance require a collective intercultural, intergenerational and interspecies responsiveness. Set on the traditional territory of the Tsawout First Nation on Vancouver Island, British Columbia, Turtle Island / Canada, this chapter narrates the story of an international four-day summit held between Indigenous, traditional and settler peoples and aimed at the development of practices of intergenerational resilience. Involving land-based pedagogies and dialogical and arts-based methods and providing a range of disciplinary and cultural entry points, this chapter sketches out the key dimensions of these Indigenous-led intergenerational resilience practices. In considering the domains of ontology, epistemology and the ways in interests and priorities are anchored within often divergent daily realities for diverse cultural collectives, it concludes with several reflective questions for intergenerational resilience practitioners as a means of addressing tensions that inevitably arise within decolonization and Indigenous resurgence work.
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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 | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| 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 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".