“Momma, Today We Were Indian Chiefs!” Pathways to Kan’nikonhrí:io† Through Indigenous Holistic Education
Bibliographic record
Abstract
The compartmentalization of knowledge and of mind, body, and spirit to schooling is the antithesis of Indigenous epistemologies and the philosophical and relational aspects of assessment making. For Indigenous students, this contributes to the cultural mismatch between home and school. In the classroom there is continued focus on colonial methods of assessment and little emphasis on children’s natural processes of learning. Assessments highlight what students know, rather than how they know. Assessments impact student’s self-esteem, self-confidence, and influence their future prospects during their educational journey. Public education and its emphasis on grading and standardized tests as measures of learning, neglect to understand the unique and diverse ways of knowing that children come to their classrooms with. Kan’nikonhrí:io (Good Mind) means to move through life with respect, dignity, honor and responsibility and is necessary for becoming fully Kanien’kehá:ka or Onkwehón:we (Original People). Non-Indigenous educators and institutions serving non-Indigenous students can benefit from the inclusion of Indigenous perspectives and epistemologies through raising awareness of Indigenous peoples history and contemporary realities, while enhancing a better understanding of the increasing cultural and learning diversity of student bodies. When children can bring their whole selves to their learning experience, including their spirits, while connecting the larger community, they can feel motivated for self-discovery through their lifelong adventure in learning, and they can be uplifted as they grow to be whole human beings with Kan’nikonhrí:io (Good Minds) and kind hearts. In this article, I offer a reflection on Indigenous holistic education and advocate for Indigenous epistemologies in public education including assessment practices as a way to address the TRC Calls to Action. Adapted from the AFS model, I offer a modified example of Indigenous holistic education here.
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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 | 0.001 | 0.001 |
| 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 | 0.005 |
| Scholarly communication | 0.003 | 0.004 |
| Open science | 0.001 | 0.007 |
| Research integrity | 0.001 | 0.005 |
| Insufficient payload (model declined to judge) | 0.015 | 0.003 |
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".