It’s Not Just a Matter of Time: Exploring Resistance to Indigenous Education
Bibliographic record
Abstract
This article explores resistance that occurred during the implementation of an Indigenous education curriculum within a teacher education program. The goal was to assist student teachers (STs) in developing a level of decolonial literacy that would help them unearth the colonial roots of their prior Indigenous education. Multiple data sources (STs written reflections, email communications, and researcher observations), were analyzed using narrative analysis to illuminate instances of resistance. Although the project showed great promise for transformative learning, the manifestation of resistance indicates the dire need for such work to continue. In our conclusion we offer some key considerations for teacher education regarding approaches to Indigenous education. Key Words: Indigenous Education, anti-racist education, resistance, teacher education, arts education Cet article explore la résistance qui était produit pendant l’implémentation d’un programme autochtone dans un programme de formations des enseignants. Le but de ce programme était d’encourager le développement d’alphabétisation décoloniale pour révéler les racines coloniales de leur éducation précédente. Plusieurs sources de données ont utilisé (des réflexions écrites, les communications courriel, et les observations des chercheurs) et ont analysé par méthode de l’analyse narrative pour illuminer des instances de résistance. Bien que le projet démontre beaucoup de potentiel, les manifestations de résistance indiquent le besoin vital pour ce travail a continué. En conclusion, nous offrons des considérations clé pour des programmes autochtones dans les programmes de formation d’enseignants. Mots clés: Éducation autochtone, éducation antiraciste, résistance, formation des enseignants, éducation artistique
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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 | 0.013 | 0.025 |
| Meta-epidemiology (narrow) | 0.000 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.002 | 0.001 |
| Science and technology studies | 0.011 | 0.023 |
| Scholarly communication | 0.010 | 0.009 |
| Open science | 0.002 | 0.008 |
| Research integrity | 0.002 | 0.005 |
| Insufficient payload (model declined to judge) | 0.002 | 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".