Bibliographic record
Abstract
Abstract Indigenous leaders and scholars demand greater respect for their governance and knowledge authority, with one priority the de/centring of the environmental management research-praxis arising out of natural science traditions (Latulippe and Klenk, 2020). That is, to de-centre colonial privilege and centre Indigenous authority. Who can do this and how involves conceptual, political and cultural expertise; yet, natural science disciplinary practices prioritise invisibilizing power, culture and perspective (Latulippe and Klenk, 2020; Vásquez-Fernández and Ahenakew, 2020). This article is an intervention into this context. As a non-Indigenous scholar, I introduce the analytical tools I use to unpack two core assumptions that confounded my ability to hear what Indigenous mentors were saying about environmental management. With two demonstrations—Xaxli’p (Canada) and Gunditjmara (Australia)—I also show how Indigenous leaders do not just present their own approaches, but re-constitute environmental management itself with their meanings, practices, and priorities, whilst environmental management also influences Indigenous knowledge and governance. My focus is with how knowledge is formed and re-formed within and between diverse knowledge holders, including my work as a reflexive modern scholar. Significantly, this article is not purely for edification: this is justice work—in support of both Indigenous people and nature.
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.
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 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.008 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.001 | 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".